WELCOME O T A Preview Copy FORMAT - Splash! Publications · American History: Prehistory – 1763 was also designed in alignment with the Arizona History and Social Science Standards

American History: Prehistory – 1763 © 2019splashpublications.com 1

On behalf of Splash! Publications, we would like to welcome you to American History: Prehistory – 1763. Since this curriculum was designed by teachers, we are positive that you will fi nd it to be a very comprehensive program for teaching about Early American History. We would like to take a few moments to familiarize you with the program.

THE FORMATAmerican History: Prehistory – 1763 is a three-unit program with 34 individual regions and cultures of the Americas lessons. The two-book American History: Prehistory – 1763 set includes a Teacher’s Edition and Teacher’s Resource. You can also purchase classroom sets of Student Editions for the program to help you save time and money at the copy machine. The Teacher’s Editions and Student Editions include all of the lessons and informational text reading for the program. In addition, the Student Editions include the direction pages for all of the activities. The Teacher’s Resource contains all of the activities, answers, and grading rubrics for the curriculum. Our goal is a complete resource that you can use the very fi rst day you purchase our materials. No lessons to plan, activities to create, or vocabulary words to defi ne. Simply open the book and start teaching.

THE UNIT PLANSEach of the three units in the American History: Prehistory – 1763 Teacher’s Edition begins with a comprehensive Unit Outline giving you an overview of the Unit’s lessons, objectives, new vocabulary, necessary materials, teaching plans, and alignment to the Arizona History and Social Science Standards for Grade 4. When you need to make copies of the student information pages, we have listed the page numbers and the initials TE for Teacher’s Edition. If you did not purchase a classroom set of Student Editions, you will need to make copies of these pages. When you need to make copies of the activities, we have listed the page numbers and the initials TR for Teacher’s Resource.

WELCOME!

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INTERACTIVE HISTORY NOTEBOOKIn addition to other higher-level standard-aligned activities, we have included step-by-step directions, templates, and patterns for 55 Interactive Notebook assignments and activities that students will create and glue into an American History notebook. When fi nished, the American History notebook will provide students with a long lasting American History reference. A composition book works well for keeping the Interactive Notebook activities.

THE VOCABULARYEach lesson features words in bold type. We have included a Glossary in the back of the Teacher’s Edition and optional Student Editions to help students pronounce and defi ne the words. Unlike a dictionary, the defi nitions in the Glossary are concise and written in context. Remember, we’re teachers! Students will be exposed to these vocabulary words in the comprehension activities. They will also be tested on the vocabulary words several times during each of the three Units. Students will be responsible for creating Interactive Organizers and Foldables to help them study the vocabulary words. We don’t have to tell you that incorporating these new words into your Reading and Spelling programs will save time and make the words more meaningful for students.

DISCIPLINARY SKILLS AND PROCESSESAmerican History: Prehistory – 1763 was designed in alignment with the Disciplinary Skills and Processes for Grade 4. These include change and continuity over time, multiple perspectives, using and understanding sources, and cause and effect. Each Unit Plan clearly lists the Disciplinary Skills and Processes and how they correlate with each lesson and activity.

ARIZONA HISTORY AND SOCIAL SCIENCE STANDARDS American History: Prehistory – 1763 was also designed in alignment with the Arizona History and Social Science Standards for Grade 4. These standards serve as a framework for Arizona’s 4th Grade Social Studies curricula by providing student performance expectations in the areas of Civics, Economics, Geography, and History. Each Unit Plan clearly lists the standards addressed in each lesson.

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THE COPYRIGHTFirst Edition, 2019Text Copyright © 2019 by SPLASH! Publications, Glendale ArizonaIllustration Copyright © 2019 by SPLASH! Publications, Glendale ArizonaAll rights reserved. No part of this publication may be reproduced or transmitted in any form by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system without permission in written form from the authors. Pages in American History: Prehistory – 1763 Teacher’s Edition and Teacher’s Resource may be reproduced by the original purchaser only for use in the original purchaser’s classroom and may not be sold or used for purposes other than those specifi cally permitted by the authors.

Illustrations and cover design by Victoria J. Smith

ISBN 1-935255-92-5

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TEACHER’S EDITION

UNIT ONE – SPANISH EXPLORERS

UNIT OVERVIEW AND LESSON PLANS .......................................................................................1

DISCIPLINARY SKILLS AND PROCESSES FOR GRADE 4 ............................................................... 15

ARIZONA HISTORY AND SOCIAL SCIENCE STANDARDS FOR GRADE 4 ....................................... 17

LESSON ONE – CHRISTOPHER COLUMBUS ............................................................................... 20

LESSON TWO – AMERIGO VESPUCCI ...................................................................................... 26

LESSON THREE – VASCO NÚÑEZ DE BALBOA ......................................................................... 28

LESSON FOUR – JUAN PONCE DE LEÓN ................................................................................. 32

LESSON FIVE – FERDINAND MAGELLAN ................................................................................. 34

LESSON SIX – HERNANDO CORTÉS ......................................................................................... 37

LESSON SEVEN – FRANCISCO PIZARRO ................................................................................... 40

LESSON EIGHT – CABEZA DE VACA ....................................................................................... 45

LESSON NINE – HERNANDO DE SOTO .................................................................................... 48

LESSON TEN – FRANCISCO DE CORONADO ............................................................................. 52

LESSON ELEVEN – JUAN CABRILLO ......................................................................................... 54

LESSON TWELVE – THE FUTURE OF NEW SPAIN ...................................................................... 56 Previ

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TEACHER’S EDITION

UNIT TWO – NEW WORLD EXPLORERS UNIT OVERVIEW AND LESSON PLANS ......................................................................................60

DISCIPLINARY SKILLS AND PROCESSES FOR GRADE 4 ................................................................69

ARIZONA HISTORY AND SOCIAL SCIENCE STANDARDS FOR GRADE 4 ........................................70

LESSON ONE – LEIF ERIKSON ..................................................................................................73

LESSON TWO – JOHN CABOT ...................................................................................................75

LESSON THREE – GIOVANNI DA VERRAZANO ...........................................................................78

LESSON FOUR – JACQUES CARTIER ..........................................................................................80

LESSON FIVE – SIR FRANCIS DRAKE ........................................................................................83

LESSON SIX – SAMUEL DE CHAMPLAIN ....................................................................................86

LESSON SEVEN – HENRY HUDSON ......................................................................................... 90

LESSON EIGHT – ROBERT LA SALLE ........................................................................................ 94

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TEACHER’S EDITION

UNIT THREE – THIRTEEN ORIGINAL COLONIES

UNIT OVERVIEW AND LESSON PLANS .......................................................................................99

DISCIPLINARY SKILLS AND PROCESSES FOR GRADE 4 ............................................................... 114

ARIZONA HISTORY AND SOCIAL SCIENCE STANDARDS FOR GRADE 4 ....................................... 116

LESSON ONE – VIRGINIA COLONY ......................................................................................... 122

LESSON TWO – MASSACHUSETTS COLONY ............................................................................. 127

LESSON THREE – NEW HAMPSHIRE COLONY ......................................................................... 130

LESSON FOUR – NEW YORK COLONY .................................................................................... 134

LESSON FIVE – MARYLAND COLONY ...................................................................................... 138

LESSON SIX – CONNECTICUT COLONY .................................................................................... 140

LESSON SEVEN – RHODE ISLAND COLONY ............................................................................. 143

LESSON EIGHT – DELAWARE COLONY ................................................................................... 146

LESSON NINE – PENNSYLVANIA COLONY ............................................................................... 148

LESSON TEN – NORTH CAROLINA COLONY ............................................................................ 150

LESSON ELEVEN – NEW JERSEY COLONY ................................................................................ 153

LESSON TWELVE – SOUTH CAROLINA COLONY ....................................................................... 155

LESSON THIRTEEN – GEORGIA COLONY .................................................................................. 158

LESSON FOURTEEN – THE FRENCH AND INDIAN WAR ........................................................... 160

GLOSSARY ......................................................................................................................... 163Pre

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UNIT OVERVIEW

This Unit will teach students about the arrival of Spanish explorers in the Americas; their desire to fi nd a safe water route to Asia; theories about the fi rst peopling of the Americas; the development of Mesoamerican and South American civilizations; American Indian life in the nomadic nations of the Great Plains and the Southwest prior to European exploration; the causes and consequences of European exploration and colonization on Native cultures; environmental, political, and cultural consequences of the interactions among European and American Indian peoples in the late 15th through 17th centuries.

UNIT OBJECTIVES

The students will: • defi ne vocabulary related to Spanish explorers and demonstrate mastery of these words on Vocabulary Quizzes. • read content rich informational text and answer comprehension questions. • discuss the importance of fi nding a shorter route to Asia. • explain why Christopher Columbus named the new people he met “Indians.” • label islands, water resources, and important landforms in the Caribbean Sea. • record important facts about the life and explorations of Christopher Columbus. • differentiate between primary and secondary sources. • create time lines to organize events in chronological order. • answer thought-provoking discussion questions about Amerigo Vespucci. • use number and letter coordinates to solve a Mystery Puzzle. • answer pre-writing questions to write a story about traveling with Spanish explorer Ponce de León during his quest for the Fountain of Youth.

SPANISH EXPLORERS UNIT

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UNIT OBJECTIVES (CONTINUED)

The students will: • use primary and secondary sources answer questions about Ferdinand Magellan and create a History Cube about his discoveries. • follow written directions to make a Miniature Globe that traces the route traveled by Ferdinand Magellan. • analyze causes and effects of major events during the life and explorations of Hernando Cortés. • create a Journal Entry from an Inca child’s point of view. • create a Venn Diagram to compare and contrast the Inca and Aztec empires. • write an expository paragraph comparing the Inca and Aztec empires. • use reference points, cardinal directions, and intermediate directions to plot points of interest on a Southwest Region map. • discuss how Hernando de Soto received the nickname Child of the Sun and why his men needed to keep his death a secret. • use lines of latitude and longitude to plot points of interest on a Southwest Region map. • use primary and secondary sources to research and create a game about the life and explorations of Juan Cabrillo. • evaluate the ease of use, effectiveness, and trustworthiness of sources used for research. • discuss, from the point of view of a Spanish missionary’s child and a Native American child, the effect that the arrival of Spanish missionaries had on Native American villages. • create a circle chart illustrating knowledge of Spanish explorers, Spanish missions, and the end of New Spain.

MATERIALS

American History Notebook (a composition book works well) Scissors, Coloring Pencils, Glue


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TEACHING

LESSON 1 – CHRISTOPHER COLUMBUS Before reading Christopher Columbus, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue Vocabulary Foldables into their History notebooks for accused, appointed, Asia, Caribbean Sea, coast, conquered, continent, convinced, estimated, European, geography, governor, harsh, Hispaniola, historians, ignored, inhabitants, islands, journal, kidnapped, mainland, merchant, native, navigation, New World, North America, Portugal, resources, seaport, strait, stranded, tavern, torture, voyage, West Indies, witnesses. (pps. 1-11 TR) Note – If you purchased Student Editions, you only need to copy Vocabulary Foldable Patterns. (pps. 4-11 TR) After reading Christopher Columbus (pps. 20-25 TE/4-9 SE), students will: • answer Christopher Columbus Comprehension Questions. (pg. 12 TR) • complete Christopher Columbus Discussion Questions. (pg. 18 TR) • plot islands, water resources, and important landforms on a map of the Caribbean Sea. (pps. 14-15 TR)

Note – If you purchased Student Editions, you only need to copy Christopher Columbus Map. (pg. 15 TR)

• complete a Christopher Columbus Journal Page and use it to create and glue an Explorer Booklet into their History notebooks. (pps. 16-20 TR)

Note – If you purchased Student Editions, you only need to copy Journal Page and Booklet Outline. (pps. 17-18 TR)

• take a Spanish Explorers Part I Vocabulary Quiz. (pps. 22-23 TR)


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TEACHING (CONTINUED) LESSON 2 – AMERIGO VESPUCCI Before reading Amerigo Vespucci, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue one Vocabulary Flap Book into their History notebooks for autobiography, biographies, expeditions, malaria, scholar. (pps. 23-25 TR) Note – If you purchased Student Editions, you only need to copy Flap Book Patterns. (pg. 25 TR) After reading Amerigo Vespucci (pps. 26-27 TE/16-17 SE), students will: • answer Amerigo Vespucci Comprehension Questions. (pg. 26 TR) • differentiate between primary and secondary sources. (pg. 27 TR) • follow directions to create a Pocket Time Line chronicling the life of Amerigo Vespucci. (pps. 28-31 TR)

Note – If you purchased Student Editions, you only need to copy Pocket Time Line Patterns. (pps. 29-31 TR)

• create an Envelope for storing their Pocket Time Line in their History notebooks. (pps. 32-35 TR)

Note – If you purchased Student Editions, you only need to copy Envelope and Title Templates. (pg. 35 TR)


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TEACHING (CONTINUED) LESSON 3 – VASCO NÚÑEZ DE BALBOA Before reading Vasco Núñez de Balboa, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue Vocabulary Booklets into their History notebooks for abandoned, befriended, beheaded, colony, conquistador, debt, defeated, denied, dominions, fertile, hostile, Isthmus of Panama, loyally, nobleman, raided, respect, treason, worshipped. (pps. 36-45 TR) Note – If you purchased Student Editions, you only need to copy Vocabulary Booklet Patterns. (pps. 39-45 TR) After reading Vasco Núñez de Balboa (pps. 28-31 TE/25-28 SE), students will: • answer Vasco Núñez de Balboa Comprehension Questions. (p. 46 TR) • use number and letter coordinates to solve a mystery Grid Math Puzzle. (pps. 47-51 TR) Note – If you purchased Student Editions, you only need to copy Grid Math Puzzle Pieces and Blank Grid. (pps. 49-51 TR)


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TEACHING (CONTINUED) LESSON 4 – JUAN PONCE DE LEÓN Before reading Juan Ponce de León, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue one Cootie Catcher and One-Pocket Organizer into their History notebooks for founded, legend, Muslims, province. (pps. 52-59 TR) Note – If you purchased Student Editions, you only need to copy Vocabulary Cootie Catcher Pattern (pg. 55 TR) and One-Pocket Organizer Pattern. (pg. 59 TR) After reading Juan Ponce de León (pps. 32-33 TE/37-38 SE), students will: • answer Juan Ponce de León Comprehension Questions. (pg. 60 TR) • answer pre-writing questions and write a story about traveling with Ponce de León as he searches for the Fountain of Youth. (pps. 61-64 TR) • take a Spanish Explorers Part II Vocabulary Quiz. (pps. 65-66 TR)


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TEACHING (CONTINUED) LESSON 5 – FERDINAND MAGELLAN

Before reading Ferdinand Magellan, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue two Vocabulary Flap Books into their History notebooks for bays, channel, citizen, cloves, military, Philippines, porcelain, scurvy, Spice Islands. (pps. 67-70 TR) Note – If you purchased Student Editions, you only need to copy Flap Book Patterns. (pps. 69-70 TR) After reading Ferdinand Magellan (pps. 34-36 TE/41-43 SE), students will: • answer Ferdinand Magellan Comprehension Questions. (pg. 71 TR) • create a History Cube about Ferdinand Magellan to glue into their History notebooks. (pps. 72-75 TR) Note – If you purchased Student Editions, you only need to copy History Cube Patterns. (pps. 74-75 TR)

• follow written directions to create a Miniature Globe tracing the route of Ferdinand Magellan’s travels around the world. (pps. 76-81 TR)

Note – If you purchased Student Editions, you only need to copy Miniature Globe Patterns. (pps. 80-81 TR)


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TEACHING (CONTINUED) LESSON 6 – HERNANDO CORTÉS

Before reading Hernando Cortés, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue a Two-Pocket Vocabulary Organizer into their History notebooks for agriculture, Barbary Coast, blockade, canals, capital, ceremonies, Christianity, customs, emperor, empire, exiled, expanding, fertilized, import, irrigate, New Spain, offi cials, pleurisy, ransom, recruit, sacrifi ced, sculptures, shallow. (pps. 82-93 TR) Note – If you purchased Student Editions, you only need to copy Vocabulary Words and Defi nitions (pps. 84-88 TR) and Two-Pocket Organizer Patterns. (pps. 92-93 TR) After reading Hernando Cortés (pps. 37-39 TE/55-57 SE), students will: • answer Hernando Cortés Comprehension Questions. (pg. 94 TR) • analyze causes and effects of major events in Hernando Cortés expeditions to create two Cause and Effect Organizers to glue into their History notebooks. (pps. 95-102 TR) Note – If you purchased Student Editions, you only need to copy Cause and Effect Patterns. (pps. 98-102 TR)

• take a Spanish Explorers Part III Vocabulary Quiz. (pps. 103-104 TR)


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TEACHING (CONTINUED) LESSON 7 – FRANCISCO PIZARRO

Before reading Francisco Pizarro, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue Vocabulary Booklets into their History notebooks for anchor, archaeologists, architects, artisans, captives, cathedral, confl icts, culture, currents, equator, fl eet, harvest, invaded, textiles. (pps. 105-114 TR) Note – If you purchased Student Editions, you only need to copy Vocabulary Booklet Patterns. (pps. 108-114 TR) After reading Francisco Pizarro (pps. 40-44 TE/64-68 SE), students will: • answer Francisco Pizarro Comprehension Questions. (pg. 115 TR) • write a Journal Entry from an Inca child’s point of view. (pg. 116 TR) • create a Venn Diagram comparing the Inca and Aztec cultures to glue into their History notebooks. (pps. 117-212 TR)

Note – If you purchased Student Editions, you only need to copy Venn Diagram Outline. (pg. 118 TR) and Venn Diagram Pattern. (pg. 121 TR)

• use the Venn Diagram to write an expository paragraph comparing and contrasting the Inca and Aztec cultures. (pps. 122-126 TR)


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TEACHING (CONTINUED) LESSON 8 – CABEZA DE VACA

Before reading Cabeza de Vaca, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue Vocabulary Foldables into their History notebooks for adobe, barrier island, companions, dunes, emerald, endangered, erosion, fl int, foreigners, formations, fossils, Hispanic, innocent, maize, mesas, mission, missionary, monument, mourn, petroglyph, plains, provisions, quarries, species, tourist, turquoise. (pps. 127-136 TR) Note – If you purchased Student Editions, you only need to copy Vocabulary Foldable Patterns. (pps. 130-136 TR) After reading Cabeza de Vaca (pps. 45-47 TE/75-77 SE), students will: • answer Cabeza de Vaca Comprehension Questions. (pg. 137 TR) • use reference points, cardinal directions, and intermediate directions to plot points of interest on a Southwest Region map. (pps. 138-142 TR) Note – If you purchased Student Editions, you only need to copy Mapping Activity. (pps. 140-142 TR)

• take a Spanish Explorers Part IV Vocabulary Quiz. (pps. 143-144 TR)


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TEACHING (CONTINUED) LESSON 9 – HERNANDO DE SOTO

Before reading Hernando de Soto, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue two Cootie Catchers and Two-Pocket Organizer into their History notebooks for achieved, ambushed, brutality, engineers, Great Lakes, livestock, panhandle, Yucatán Peninsula. (pps. 145-154 TR) Note – If you purchased Student Editions, you only need to copy Vocabulary Cootie Catcher Patterns (pps. 148-149 TR) and Two-Pocket Organizer Patterns. (pps. 153-154 TR) After reading Hernando de Soto (pps. 48-51 TE/86-89 SE), students will: • answer Hernando de Soto Comprehension Questions. (pg. 155 TR) • complete Hernando de Soto Discussion Questions. (pg. 156 TR) • create an Interactive Time Line to glue into their History notebooks chronicling the explorations of Hernando de Soto. (pps. 157-163 TR)

Note – If you purchased Student Editions, you only need to copy Time Line Patterns and Templates. (pps. 160-163 TR)


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TEACHING (CONTINUED) LESSON 10 – FRANCISCO DE CORONADO

Before reading Francisco de Coronado, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue a One-Pocket Vocabulary Organizer into their History notebooks for artifacts, exhibits, habitats, hoax, investigate, observatory, pioneers, preserved, pueblo, rebellion, treasurer. (pps. 164-172 TR) Note – If you purchased Student Editions, you only need to copy Vocabulary Words and Defi nition (pps. 166-169 TR) and One-Pocket Organizer Pattern. (pg. 172 TR) After reading Francisco de Coronado (pps. 52-53 TE/98-99 SE), students will: • answer Francisco de Coronado Comprehension Questions. (pg. 173 TR) • use latitude and longitude to plot points of interest on a Southwest Region map. (pps. 174-180 TR) Note – If you purchased Student Editions, you only need to copy Mapping Activity. (pps. 177-180 TR)


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TEACHING (CONTINUED) LESSON 11 – JUAN CABRILLO

Before reading Juan Cabrillo, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue one Vocabulary Flap Book into their History notebooks for crossbows, exported, gangrene, harbor, legacy. (pps. 181-183 TR) Note – If you purchased Student Editions, you only need to copy Flap Book Patterns. (pg. 183 TR) After reading Juan Cabrillo (pps. 54-55 TE/105-106 SE), students will: • answer Juan Cabrillo Comprehension Questions. (pg. 184 TR) • use primary and secondary sources to research Juan Cabrillo and create a Find the Fib Game. (pps. 185-200 TR) Note – If you purchased Student Editions, you only need to copy Find the Fib Cards. (pps. 189-200 TR)

• create a Two-Pocket Organizer for storing their Find the Fib Game in their History notebooks. (pps. 201-205 TR) Note – If you purchased Student Editions, you only need to copy Two-Pocket Organizer Patterns. (pps. 204-205 TR)

• answer Discussion Questions comparing sources used to make Find the Fib Game. (pg. 206 TR)


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TEACHING (CONTINUED) LESSON 12 – THE FUTURE OF NEW SPAIN

Before reading The Future of New Spain, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue Vocabulary Booklets into their History notebooks for allies, blacksmithing, construction, defend, drought, extended, independence, New France, revolted, tanning. (pps. 207-213 TR) Note – If you purchased Student Editions, you only need to copy Vocabulary Booklet Patterns. (pps. 201-213 TR) After reading The Future of New Spain (pps. 56-59 TE/117-120 SE), students will: • answer The Future of New Spain Comprehension Questions. (pg. 214 TR) • complete Spanish Mission Discussion Questions. (pg. 215 TR) • create a Future of New Spain Circle Chart to glue into their History notebooks. (pps. 216-217 TR)

Note – If you purchased Student Editions, you only need to copy Future of New Spain Circle Chart. (pg. 217 TR)

• use the Future of New Spain Circle Chart to create a Future of New Spain Flip Book to glue into their History notebooks. (pps. 218-222 TR) Note – If you purchased Student Editions, you only need to copy Flip Book Patterns. (pps. 221-222 TR)

• take a Spanish Explorers Part V Vocabulary Quiz. (pps. 223-224 TR)


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DISCIPLINARY SKILLS AND PROCESSES FOR GRADE 4

4.SP1.1 CREATE AND USE A CHRONOLOGICAL SEQUENCE OF RELATED EVENTS TO COMPARE DEVELOPMENTS THAT HAPPENED AT THE SAME TIME.

• AMERIGO VESPUCCI POCKET TIME LINE. • HERNANDO DE SOTO INTERACTIVE TIME LINE.

4.SP1.2 COMPARE LIFE IN SPECIFIC HISTORICAL TIME PERIODS TO LIFE TODAY.

• AMERIGO VESPUCCI POCKET TIME LINE. • CABEZA DE VACA MAPPING ACTIVITY. • HERNANDO DE SOTO DISCUSSION QUESTIONS. • FRANCISCO DE CORONADO MAPPING ACTIVITY. • SPANISH MISSIONS DISCUSSION QUESTIONS.

4.SP1.3 GENERATE QUESTIONS ABOUT INDIVIDUALS AND GROUPS WHO HAVE SHAPED SIGNIFICANT HISTORICAL EVENTS.

• JUAN PONCE DE LEÓN STORY. • FRANCISCO PIZARRO JOURNAL ACTIVITY. • JUAN CABRILLO FIND THE FIB ACTIVITY.

4.SP2.1 EXPLAIN WHY INDIVIDUALS AND GROUPS DURING THE SAME HISTORICAL PERIOD DIFFERED IN THEIR PERSPECTIVES ON ISSUES AND EVENTS.

• CHRISTOPHER COLUMBUS DISCUSSION QUESTIONS.

4.SP2.2 EXPLAIN CONNECTIONS AMONG HISTORICAL CONTEXTS AND PEOPLE’S PERSPECTIVES AT THE TIME.

• FRANCISCO PIZARRO JOURNAL ACTIVITY.

4.SP3.1 DEVELOP QUESTIONS ABOUT EVENTS AND DEVELOPMENTS IN THE AMERICAS.

• JUAN PONCE DE LEÓN STORY. • JUAN CABRILLO FIND THE FIB ACTIVITY. • SPANISH MISSIONS DISCUSSION QUESTIONS.


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DISCIPLINARY SKILLS AND PROCESSES FOR GRADE 4 (CONTINUED)

4.SP3.2 COMPARE INFORMATION PROVIDED BY VARIOUS SOURCES ABOUT EVENTS AND DEVELOPMENTS IN THE AMERICAS.

• FRANCISCO PIZARRO VENN DIAGRAM. • JUAN CABRILLO FIND THE FIB DISCUSSION QUESTIONS.

4.SP3.3 GENERATE QUESTIONS ABOUT MULTIPLE SOURCES AND THEIR RELATIONSHIPS TO EVENTS AND DEVELOPMENTS IN THE AMERICAS.

• JUAN CABRILLO FIND THE FIB DISCUSSION QUESTIONS.

4.SP3.4 USE INFORMATION ABOUT A SOURCE INCLUDING THE AUTHOR, DATE, PLACE OF ORIGIN, INTENDED AUDIENCE, AND PURPOSE TO EVALUATE THE EXTENT TO WHICH THE SOURCE IS USEFUL FOR STUDYING A TOPIC.

• JUAN CABRILLO FIND THE FIB ACTIVITY.

4.SP3.5 CONSTRUCT AND PRESENT ARGUMENTS AND EXPLANATIONS USING REASONING, EXAMPLES, AND DETAILS WITH RELEVANT INFORMATION AND DATA FROM MULTIPLE SOURCES.

• AMERIGO VESPUCCI POCKET TIME LINE.

4.SP3.6 PRESENT SUMMARIES OF ARGUMENTS AND EXPLANATIONS USING PRINT, ORAL, AND DIGITAL TECHNOLOGIES.

• JUAN PONCE DE LEÓN STORY.

4.SP4.1 EXPLAIN PROBABLE CAUSES AND EFFECTS OF EVENTS AND DEVELOPMENT.

• HERNANDO CORTÉS CAUSE AND EFFECT ORGANIZERS. • HERNANDO DE SOTO DISCUSSION QUESTIONS.

4.SP4.2 SUMMARIZE THE CENTRAL CLAIM IN A SECONDARY WORK OF HISTORY.

• VASCO NÚÑEZ DE BALBOA COMPREHENSION QUESTION #1.


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ARIZONA HISTORY AND SOCIAL SCIENCE STANDARDS FOR GRADE 4 CIVICS

CONTENT STANDARD: CITIZENS HAVE INDIVIDUAL RIGHTS, ROLES, AND RESPONSIBILITIES.

4.C2.1 USE PRIMARY AND SECONDARY SOURCES TO GENERATE QUESTIONS ABOUT THE CONCEPTS AND IDEAS SUCH AS LIBERTY, JUSTICE, EQUALITY, AND INDIVIDUAL RIGHTS. (THIS STANDARD IS ADDRESSED IN CHRISTOPHER COLUMBUS LESSON, VASCO NÚÑEZ DE BALBOA LESSON, JUAN PONCE DE LEÓN LESSON, HERNANDO CORTÉS LESSON, FRANCISCO PIZARRO LESSON, CABEZA DE VACA LESSON, HERNANDO DE SOTO LESSON, FRANCISCO DE CORONADO LESSON, JUAN CABRILLO LESSON, THE FUTURE OF NEW SPAIN LESSON)

ECONOMICS

CONTENT STANDARD: BY APPLYING ECONOMIC REASONING, INDIVIDUALS SEEK TO UNDERSTAND THE DECISIONS OF PEOPLE, GROUPS, AND SOCIETIES.

4.E2.1 EXAMINE CONCEPTS OF SCARCITY, CHOICE, OPPORTUNITY COST, AND RISK. (THIS STANDARD IS ADDRESSED IN CHRISTOPHER COLUMBUS LESSON, AMERIGO VESPUCCI LESSON, VASCO NÚÑEZ DE BALBOA LESSON, JUAN PONCE DE LEÓN LESSON, FERDINAND MAGELLAN LESSON, HERNANDO CORTÉS LESSON, FRANCISCO PIZARRO LESSON, CABEZA DE VACA LESSON, HERNANDO DE SOTO LESSON, FRANCISCO DE CORONADO LESSON, JUAN CABRILLO LESSON, THE FUTURE OF NEW SPAIN LESSON)

CONTENT STANDARD: INDIVIDUALS AND INSTITUTIONS ARE INTERDEPENDENT WITHIN MARKET SYSTEMS.

4.E3.1 COMPARE DIFFERENT INDUSTRIES, OCCUPATIONS, AND RESOURCES AS WELL AS DIFFERENT FORMS OF INCOME EARNED OR RECEIVED THAT HAVE SHAPED THE AMERICAS. (THIS STANDARD IS ADDRESSED IN HERNANDO CORTÉS LESSON, FRANCISCO PIZARRO LESSON, JUAN CABRILLO LESSON, THE FUTURE OF NEW SPAIN LESSON)


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ARIZONA HISTORY AND SOCIAL SCIENCE STANDARDS FOR GRADE 4 GEOGRAPHY

CONTENT STANDARD: THE USE OF GEOGRAPHIC REPRESENTATIONS AND TOOLS HELP INDIVIDUALS UNDERSTAND THEIR WORLD.

4.G1.1 USE AND CONSTRUCT MAPS AND GRAPHS TO REPRESENT CHANGES IN THE AMERICAS OVER TIME. (THIS STANDARD IS ADDRESSED IN CHRISTOPHER COLUMBUS LESSON, AMERIGO VESPUCCI LESSON, VASCO NÚÑEZ DE BALBOA LESSON, JUAN PONCE DE LEÓN LESSON, FERDINAND MAGELLAN LESSON, HERNANDO CORTÉS LESSON, FRANCISCO PIZARRO LESSON, CABEZA DE VACA LESSON, HERNANDO DE SOTO LESSON, FRANCISCO DE CORONADO LESSON, JUAN CABRILLO LESSON, THE FUTURE OF NEW SPAIN LESSON)

CONTENT STANDARD: HUMAN-ENVIRONMENT INTERACTIONS ARE ESSENTIAL ASPECTS OF HUMAN LIFE IN ALL SOCIETIES.

4.G2.1 COMPARE THE DIVERSE WAYS PEOPLE OR GROUPS OF PEOPLE HAVE IMPACTED, MODIFIED, OR ADAPTED TO THE ENVIRONMENT OF THE AMERICAS. (THIS STANDARD IS ADDRESSED IN VASCO NÚÑEZ DE BALBOA LESSON, JUAN PONCE DE LEÓN LESSON, HERNANDO CORTÉS LESSON, FRANCISCO DE CORONADO LESSON, JUAN CABRILLO LESSON, THE FUTURE OF NEW SPAIN LESSON)

CONTENT STANDARD: EXAMINING HUMAN POPULATION AND MOVEMENT HELPS INDIVIDUALS UNDERSTAND PAST, PRESENT, AND FUTURE CONDITIONS ON EARTH’S SURFACE.

4.G3.1 EXPLAIN HOW THE LOCATION AND USE OF RESOURCES AFFECTS HUMAN SETTLEMENT AND MOVEMENT. (THIS STANDARD IS ADDRESSED IN CHRISTOPHER COLUMBUS LESSON, AMERIGO VESPUCCI LESSON, VASCO NÚÑEZ DE BALBOA LESSON, JUAN PONCE DE LEÓN LESSON, FERDINAND MAGELLAN LESSON, HERNANDO CORTÉS LESSON, FRANCISCO PIZARRO LESSON, CABEZA DE VACA LESSON, HERNANDO DE SOTO LESSON, FRANCISCO DE CORONADO LESSON, JUAN CABRILLO LESSON, THE FUTURE OF NEW SPAIN LESSON)

CONTENT STANDARD: GLOBAL INTERCONNECTIONS AND SPATIAL PATTERNS ARE A NECESSARY PART OF GEOGRAPHIC REASONING.

4.G4.1 EXPLAIN THE POSITIVE AND NEGATIVE EFFECTS OF INCREASING ECONOMIC INTERDEPENDENCE ON DISTINCT GROUPS, COUNTRIES, AND NEW SETTLEMENTS. (THIS STANDARD IS ADDRESSED IN JUAN CABRILLO LESSON, THE FUTURE OF NEW SPAIN LESSON)


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ARIZONA HISTORY AND SOCIAL SCIENCE STANDARDS FOR GRADE 4 HISTORY

CONTENT STANDARD: THE DEVELOPMENT OF CIVILIZATIONS, SOCIETIES, CULTURES, AND INNOVATIONS HAVE INFLUENCED HISTORY AND CONTINUE TO IMPACT THE MODERN WORLD

4.H1.1 UTILIZING A VARIETY OF MULTI-GENRE PRIMARY AND SECONDARY SOURCES, CONSTRUCT HISTORICAL NARRATIVES ABOUT CULTURES, CIVILIZATIONS, AND INNOVATIONS IN THE AMERICAS. (THIS STANDARD IS ADDRESSED IN AMERIGO VESPUCCI LESSON, VASCO NÚÑEZ DE BALBOA LESSON, JUAN PONCE DE LEÓN LESSON, HERNANDO CORTÉS LESSON, FRANCISCO PIZARRO LESSON, HERNANDO DE SOTO LESSON, FRANCISCO DE CORONADO LESSON, JUAN CABRILLO LESSON, THE FUTURE OF NEW SPAIN LESSON)

CONTENT STANDARD: CYCLES OF CONFLICT AND COOPERATION HAVE SHAPED RELATIONS AMONG PEOPLE, PLACES, AND ENVIRONMENTS.

4.H2.1 DESCRIBE THE CYCLES OF CONFLICT AND COMPROMISE THAT OCCURRED IN THE AMERICAS DURING THE CONVERGENCE OF EUROPEANS, AMERICAN INDIANS, AND AFRICANS IN THE AMERICAS BEFORE AND AFTER EUROPEAN EXPLORATION. (THIS STANDARD IS ADDRESSED IN CHRISTOPHER COLUMBUS LESSON, VASCO NÚÑEZ DE BALBOA LESSON, JUAN PONCE DE LEÓN LESSON, HERNANDO CORTÉS LESSON, FRANCISCO PIZARRO LESSON, HERNANDO DE SOTO LESSON, FRANCISCO DE CORONADO LESSON, JUAN CABRILLO LESSON, THE FUTURE OF NEW SPAIN LESSON)

4.H2.2 ANALYZE THE DIFFERENT APPROACHES USED BY THE SPANISH, PORTUGUESE, BRITISH, AND THE FRENCH IN THEIR INTERACTIONS WITH AMERICAN INDIANS. (THIS STANDARD IS ADDRESSED IN CHRISTOPHER COLUMBUS LESSON, VASCO NÚÑEZ DE BALBOA LESSON, JUAN PONCE DE LEÓN LESSON, HERNANDO CORTÉS LESSON, FRANCISCO PIZARRO LESSON, CABEZA DE VACA LESSON, HERNANDO DE SOTO LESSON, FRANCISCO DE CORONADO LESSON, JUAN CABRILLO LESSON, THE FUTURE OF NEW SPAIN LESSON)

CONTENT STANDARD: ECONOMIC, POLITICAL, AND RELIGIOUS IDEAS AND INSTITUTIONS HAVE INFLUENCED HISTORY AND CONTINUE TO SHAPE THE MODERN WORLD.

4.H3.1 EXAMINE HOW ECONOMIC, POLITICAL, AND RELIGIOUS IDEAS AND INSTITUTIONS HAVE INFLUENCED THE DEVELOPMENT OF INDIVIDUAL RIGHTS, FREEDOMS, AND RESPONSIBILITIES IN THE AMERICAS. (THIS STANDARD IS ADDRESSED IN HERNANDO CORTÉS LESSON, FRANCISCO PIZARRO LESSON, CABEZA DE VACA LESSON, HERNANDO DE SOTO LESSON, FRANCISCO DE CORONADO LESSON, THE FUTURE OF NEW SPAIN LESSON)


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26


Christopher Columbus

CHRISTOPHER COLUMBUS

Christopher Columbus was born in Genoa, Italy. Historians aren’t sure of the exact date of his birth, but most agree it was sometime between August and October of 1451. As a child, Christopher helped his father Domenico weave wool and run the family’s cheese stand. Little is known about Christopher’s education, but we do know that he spoke several languages, studied geography, and enjoyed reading.

COLUMBUS’S LOVE OF THE SEA In 1470, Domenico moved his wife and children to the seaport town of Savona. Dominico bought a tavern. Christopher wasn’t interested in becoming a merchant or serving food and drinks to customers. His love was the sea. By 1476, Columbus was working on a ship off the coast of Portugal (POR•chuw•gal). The ship was attacked by French pirates. Columbus and the rest of the crew were thrown overboard. Nineteen year old Christopher survived by swimming six miles back to shore. Christopher’s brother owned a book and map store nearby in the Portuguese city of Lisbon. Columbus traveled to Lisbon and began working with his brother. Within a few years, Columbus had taught himself everything he could about navigation and mapmaking.

SPANISH EXPLORERS LESSON ONE

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1 Where was Christopher Columbus born?

A Spain

B France C Italy D Portugal

2 Why wasn’t Christopher Columbus interested in becoming a merchant like his father? F Columbus didn’t like working with his father. G He wanted to be an astronaut. H His love was the sea. J He wanted to own a book store with his brother.

3 What can you learn by studying the map of Marco Polo’s route to Asia? A Asia is northeast of Europe.

B North America is north of Greenland.

C Marco Polo sailed around the tip of South America.

D Europe is south of Australia.

4 Which country gave Christopher Columbus money for his voyage to Asia?

F Spain G France H Italy J Portugal

5 After reading about Columbus’s second voyage, you get the idea that – A he took less men and ships than he did on his fi rst voyage

B he sailed straight to Hispaniola without making any stops C his settlement had done very well without him D Native Americans were not as easy to conquer as Christopher Columbus fi rst thought

6 Why were Christopher Columbus and his brothers arrested?

F They had stolen money from Queen Isabella. G They were accused of being bad leaders. H They had sailed to South America without permission. J They wanted to capture Indians to sell as slaves.

7 How did Christopher Columbus try to save Governor Bobadilla’s life?

A He rescued Bobadilla from Native Americans.

B He delivered food and supplies to Hispaniola.

C He warned the governor about a hurricane. D He gave Governor Bobadilla medicine for his wounded leg.

Directions: Read each question carefully. Darken the circle for the correct answer.

Name ___________________________________

CHRISTOPHER COLUMBUS

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EXPLORER BOOKLET

3. Glue the rectangle with the questions on top of the folded flap as shown above.

4. Glue the completed Booklet onto the right side of your notebook across from your Journal Page.

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POCKET TIME LINE

6. Glue the completed Pocket Time Line Envelope onto the next blank page of your notebook.

7. Glue the Title above the Envelope.

5. Squeeze the sides of the Envelope. One at a time, slide in each of the five Pocket Time Line Cards, starting with the earliest date and ending with the most recent date. Pre

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Ferdinand Magellan

Ferdinand Magellan was born in the spring of 1480, in northern Portugal (POR•chuw•gal). At the age of 10, both of Ferdinand’s parents died. To continue young Ferdinand’s education, he was appointed as the queen’s messenger in the royal court. It was here that he learned about many famous explorers and important information about navigating ships.

MAGELLAN’S FIRST VOYAGE In 1505, Ferdinand Magellan sailed to India on a military expedition. He knew immediately that he wanted to navigate the sea. Magellan had heard about Christopher Columbus’s voyages. He wanted more than anything to become the famous explorer who fi nally found a shorter route to Asia with all of its spices, silk, and jewels. King Manuel I of Portugal refused to give Magellan ships or supplies for a voyage to the Spice Islands in Asia. The Portuguese still felt the best route to Asia was around the tip of Africa. Unhappy with the king’s decision, Magellan left his home in Portugal and moved to Spain. He married a Spanish woman and became a Spanish citizen. Magellan presented his plan to the king of Spain. He told King Charles V that he knew of a secret strait through the southern continent of the New World. He believed he could sail right through this strait to the Spice Islands. If he could not fi nd the strait, Magellan promised he would sail back and follow the usual route around the tip of Africa. Either way, Magellan promised King Charles V that he would bring back spices and valuable treasure for Spain.

FERDINAND MAGELLAN

SPANISH EXPLORERS LESSON FIVE

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VOCABULARY BOOKLETS

5. Glue each folded Vocabulary Booklet on top of a square on the Vocabulary Template.

6. Glue each completed Vocabulary Template into your notebook.

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You have been studying about Juan Ponce de León, the explorer who searched for the mysterious “Fountain of Youth” and claimed Florida for Spain. Have you ever wondered what it would have been like to live back in the 1500s, and travel with Ponce de León to America?

In this activity, you will travel back in time and write a story about your adventures traveling with Juan Ponce de León.

Directions: Before beginning your story, organize your thoughts by answering the fi ve pre-writing questions below and on the next page.

Name ___________________________________

1. Give yourself a name and describe where you came from and what you looked like.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

2. Describe two reasons for traveling with Juan Ponce de León. 1. __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

JUAN PONCE DE LEÓN STORY

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HISTORY CUBE

4. Glue each correct answer on the underside of its matching question on the Cube Pattern. Glue one of the remaining two squares to the middle. Glue the other remaining square on the underside of the Title Square.

5. Glue the completed Cube Foldable onto the next blank page of your notebook.

6. Test out your Cube Foldable by folding the pages in to make a square. (The Title Square should be on top.) Read the first question and flip the Square back to reveal the answer glued underneath.

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34


CABEZA DE VACA

Cabeza de Vaca

Alvar Núñez Cabeza (cah•VAY•thah) de Vaca (thay•VAH•cah) was born in Spain. His exact birthday isn’t known, but most historians agree that he was born in the late 1400s. Very little is known about his early childhood. As a young man, Alvar joined the military.

EXPEDITION TO THE NEW WORLD In 1527, Cabeza de Vaca left Spain with an expedition to build colonies in North America. During the voyage, a hurricane off the coast of Cuba destroyed the entire fl eet of Spanish ships. New ships were sent from Spain. In March 1528, the group of 300 Spaniards landed in present-day Florida near Tampa Bay. The expedition’s leader, Pánfi lo de Narváez (nah•VAR•ez) claimed the area for Spain. The expedition was in trouble from the very beginning. Supply ships carrying the group’s supplies and provisions never arrived. At fi rst, Native Americans of the Apalachee (ap•uh•LAY•chee) tribe welcomed the foreigners into their village. A battle broke out after Spaniards kidnapped the tribe’s leader. Within a short time, the explorers found themselves suffering from strange illnesses and no place to stay. Hungry, they were forced to kill and eat their own horses. By the end of 1528, they had given up. They set sail for Cuba on rafts they made from trees and horse hides. Once again, a hurricane knocked them off course. A few months later, Cabeza de Vaca, along with an African slave named Esteban, and two other Spaniards, arrived half dead on the Texas coast near the present-day city of Galveston. Native Americans of the Karankawa (cair•an•COW•wah) tribe took the four men captive and used them as slaves. In his journal, Cabeza de Vaca wrote that men of the Karankawa tribe were tall and handsome, but women did all of the hard work. He observed that they took very good care of their children. If a child died, the tribe would mourn for an entire year.

SPANISH EXPLORERS LESSON EIGHT

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TWO-POCKET VOCABULARY ORGANIZER

6. Glue the two Pocket Labels onto the front of the Two-Pocket Organizer as shown.

7. Place half of your Vocabulary Cards in one pocket and half in the other pocket for safe keeping.

8. Glue the Two-Pocket Organizer onto the next blank of your notebook.

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The date is September 5, 1532. You are a child living in the Tumbes Region of the Inca Empire. You have seen the men of your village huddled around the fi re whispering about strange men who have been visiting villages and setting up tents nearby. Late at night, when you are supposed to be sleeping, you have overheard your father talking to your mother about a man and his army wearing fancy clothes and carrying weapons your father has never seen before. You listen as you hear your father tell your mother that the man in charge demanded to see the emperor.

Use your journal to describe what you heard the men around the fi re and your parents talking about. How does this make you feel? Will you tell your friends what you heard? What do you think the strange men are planning to do? Are you afraid for your village’s safety? Describe what you think is going to happen to you, your village, and your family.Attach additional paper if you need more room.

September 5, 1532Dear Journal,

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CAUSE AND EFFECT ORGANIZERS

5. Unfold each of the flaps and read the Effect Statement. Find and glue the Cause Statement that resulted in that effect. Glue the Cause Statement into its proper place on the Pattern.

Do this with each of the remaining flaps until all of the Effect Statements have been properly paired with their Cause Statements.

6. Glue one completed Cause and Effect Organizer onto the left side and one onto the right side of your notebook.

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UNIT OVERVIEW

This Unit will teach students about the arrival of New World explorers in the Americas; their desire to fi nd a safe water route to Asia; theories about the fi rst people of the Americas; American Indian life in the Eastern Woodlands; causes and consequences of European exploration; and environmental, political, and cultural consequences of the interactions among European and American Indian peoples in the late 15th through 17th centuries.

UNIT OBJECTIVES

The students will: • defi ne vocabulary related to New World explorers and demonstrate mastery of these words on Vocabulary Quizzes. • read content rich informational text and answer comprehension questions. • discuss the importance of fi nding a shorter route to Asia. • explain why some archaeologists believe that Leif Erikson may have discovered the New World. • record important facts about the life and explorations of Leif Erikson. • follow written directions to create a Viking Ship, demonstrating functional text comprehension. • differentiate between primary and secondary sources. • use primary and secondary sources answer questions about John Cabot and create a History Cube about his voyages to the New World. • create time lines and accordion foldables to recall information and organize events in chronological order. • use reference points, cardinal directions, and intermediate directions to plot points of interest on a California map. • label islands and water resources on a blank map to trace the voyages of Samuel de Champlain. • answer thought-provoking discussion questions about Samuel de Champlain. • use a scale ruler to measure the distances of Henry Hudson’s four voyages to the New World. • create a KWLH Chart about Robert La Salle and use the research to write an expository paragraph about the famous explorer.

NEW WORLD EXPLORERS UNIT

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MATERIALS

American History Notebook (a composition book works well) Scissors, Coloring Pencils, Glue

TEACHING

LESSON 1 – LEIF ERIKSON Before reading Leif Erikson, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue Vocabulary Puzzles into their History notebooks for A.D, barren, climate, colonists, glaciers, herds, longhouses, meadows, Newfoundland, Norway, Viking. (pps. 244-256 TR) Note – If you purchased Student Editions, you only need to copy Vocabulary Puzzle Pieces (pps. 246-253 TR) and Envelope Patterns. (pg. 256 TR) After reading Leif Erikson (pps. 73-74 TE/129-130 SE), students will: • answer Leif Erikson Comprehension Questions. (pg. 257 TR) • complete a Leif Erikson Journal Page and use it to create a Booklet to glue into their History notebooks. (pps. 258-262 TR) Note – If you purchased Student Editions, you only need to copy Journal Page and Booklet Outline. (pps. 259-260 TR)

• follow written directions to create a Viking Ship. (pps. 263-272 TR)

Note – If you purchased Student Editions, you only need to copy Viking Ship Patterns. (pps. 270-272 TR)


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TEACHING (CONTINUED) LESSON 2 – JOHN CABOT Before reading John Cabot, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue a Vocabulary Circle Flap into their History notebooks for admiral, astronomy, departed, mariner, monopoly, ports, profi ts, promoted. (pps. 273-278 TR) Note – If you purchased Student Editions, you only need to copy Circle Flap Patterns. (pps. 276-278 TR) After reading John Cabot (pps. 75-77 TE/144-146 SE), students will: • answer John Cabot Comprehension Questions. (pg. 279 TR) • differentiate between primary and secondary sources. (pg. 280 TR) • create a John Cabot Web to glue into their History notebooks. (pps. 281-282 TR)

Note – If you purchased Student Editions, you only need to copy John Cabot Web. (pg. 282 TR)

• use the John Cabot Web to create a Famous Person Cube to glue into their History notebooks. (pps. 283-286 TR)

Note – If you purchased Student Editions, you only need to copy Famous Person Cube Patterns. (pps. 285-286 TR)


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TEACHING (CONTINUED) LESSON 3 – GIOVANNI DA VERRAZANO Before reading Giovanni da Verrazano, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue a Vocabulary Accordion into their History notebooks for cannibals, century, sound. (pps. 287-289 TR) Note – If you purchased Student Editions, you only need to copy Accordion Patterns. (pg. 289 TR) After reading Giovanni da Verrazano (pps. 78-79 TE/152-153 SE), students will: • answer Giovanni da Verrazano Comprehension Questions. (pg. 290 TR) • create an Accordion Foldable about Giovanni da Verrazano to glue into their History notebooks. (pps. 291-300 TR)

Note – If you purchased Student Editions, you only need to copy Accordion Foldable Patterns (pps. 293-294 TR) and Organizer Pages. (pps. 297-300 TR)

• take a New World Explorers Part I Vocabulary Quiz. (pps. 301-302 TR)


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TEACHING (CONTINUED) LESSON 4 – JACQUES CARTIER Before reading Jacques Cartier, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue one Vocabulary Flap Book into their History notebooks for loincloths, peninsula, Québec, reunited. (pps. 303-305 TR) Note – If you purchased Student Editions, you only need to copy Flap Book Patterns. (pg. 305 TR) After reading Jacques Cartier (pps. 80-82 TE/160-162 SE), students will: • answer Jacques Cartier Comprehension Questions. (pg. 306 TR) • create an Interactive Time Line chronicling the life of Jacques Cartier to glue into their History notebooks. (pps. 307-313 TR)



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TEACHING (CONTINUED) LESSON 5 – SIR FRANCIS DRAKE Before reading Sir Francis Drake, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue Vocabulary Foldables into their History notebooks for Armada, aviary, bluffs, buttes, cargo, elevations, English Channel, immigrants, knight, plundered, privateer, revenge, Strait of Magellan, vessel, western hemisphere. (pps. 314-320 TR) Note – If you purchased Student Editions, you only need to copy Vocabulary Foldable Patterns. (pps. 317-320 TR) After reading Sir Francis Drake (pps. 83-85 TE/169-171 SE), students will: • answer Sir Francis Drake Comprehension Questions. (pg. 321 TR) • use reference points, cardinal directions, and intermediate directions to plot points of interest on a California map. (pps. 322-326 TR)

Note – If you purchased Student Editions, you only need to copy Mapping Activity. (pps. 324-326 TR)

• take a New World Explorers Part II Vocabulary Quiz. (pps. 327-328 TR)


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TEACHING (CONTINUED) LESSON 6 – SAMUEL DE CHAMPLAIN Before reading Samuel de Champlain, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue Vocabulary Booklets into their History notebooks for moat, musket, profi table, smallpox, stroke, treaties. (pps. 329-334 TR) Note – If you purchased Student Editions, you only need to copy Vocabulary Booklet Patterns. (pps. 332-334 TR) After reading Samuel de Champlain (pps. 86-89 TE/177-180 SE), students will: • answer Samuel de Champlain Comprehension Questions. (pg. 335 TR) • label islands and water resources on a blank map of Samuel de Champlain’s voyages. (pps. 336-337 TR)

Note – If you purchased Student Editions, you only need to copy Samuel de Champlain’s Voyage Map. (pg. 337 TR)

• create a Pocket Time Line chronicling Samuel de Champlain’s life and voyages to the New World. (pps. 338-341 TR)


• create an Envelope for storing their Pocket Time Lines in their History notebooks. (pps. 342-345 TR)



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TEACHING (CONTINUED) LESSON 7 – HENRY HUDSON Before reading Henry Hudson, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue a One-Pocket Vocabulary Organizer into their History notebooks for Amsterdam, errands, industry, kilometers, North Pole, pods, rival. (pps. 346-353 TR) Note – If you purchased Student Editions, you only need to copy Vocabulary Words and Defi nitions (pps. 348-349 TR) and One-Pocket Organizer Pattern. (pg. 353 TR) After reading Henry Hudson (pps. 90-93 TE/191-194 SE), students will: • answer Henry Hudson Comprehension Questions. (pg. 354 TR) • use a scale ruler to measure the distance of each of Henry Hudson’s four voyages to the New World. (pps. 355-360 TR)



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TEACHING (CONTINUED) LESSON 8 – ROBERT LA SALLE Before reading Robert La Salle, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue one Cootie Catcher and One-Pocket Organizer into their History notebooks for Jesuit, nobility, vows, whirlpools. (pps. 361-368 TR) Note – If you purchased Student Editions, you only need to copy Vocabulary Cootie Catcher Pattern (pg. 364 TR) and One-Pocket Organizer Pattern. (pg. 368 TR)

• create the fi rst part of a KWLH Chart by answering three pre-activity questions and fi lling in the What I Know and What I Want to Know sections of the chart. (pps. 369-371 TR) After reading Robert La Salle (pps. 94-98 TE/202-206 SE), students will: • answer Robert La Salle Comprehension Questions. (pg. 372 TR) • fi nish the KWLH Chart by fi lling in the What I Learned and How I Found Out sections of the chart. (pps. 370-371 TR) • use the KWLH Chart to answer two post-activity questions. (pg. 373 TR) • use the KWLH Chart to write an expository paragraph about Robert La Salle. (pps. 374-379 TR) • take a New World Explorers Part III Vocabulary Quiz. (pg. 380 TR)


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• GIOVANNI DA VERRAZANO ACCORDION FOLDABLE. • JACQUES CARTIER INTERACTIVE TIME LINE. • SAMUEL DE CHAMPLAIN POCKET TIME LINE.


• SIR FRANCIS DRAKE MAPPING ACTIVITY. • SAMUEL DE CHAMPLAIN POCKET TIME LINE. • ROBERT LA SALLE KWLH CHART – POST ACTIVITY QUESTIONS. 4.SP1.3 GENERATE QUESTIONS ABOUT INDIVIDUALS AND GROUPS WHO HAVE SHAPED SIGNIFICANT HISTORICAL EVENTS. • ROBERT LA SALLE KWLH CHART.


• ROBERT LA SALLE KWLH CHART.


• ROBERT LA SALLE KWLH CHART. 4.SP3.5 CONSTRUCT AND PRESENT ARGUMENTS AND EXPLANATIONS USING REASONING, EXAMPLES, AND DETAILS WITH RELEVANT INFORMATION AND DATA FROM MULTIPLE SOURCES.

• SAMUEL DE CHAMPLAIN POCKET TIME LINE. • ROBERT LA SALLE KWLH CHART PRE AND POST ACTIVITY QUESTIONS. 4.SP4.2 SUMMARIZE THE CENTRAL CLAIM IN A SECONDARY WORK OF HISTORY.

• LEIF ERIKSON COMPREHENSION QUESTION #1. • JOHN CABOT WEB ACTIVITY. • HENRY HUDSON COMPREHENSION QUESTION #1.


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CONTENT STANDARD: CIVIC VIRTUES AND DEMOCRATIC PRINCIPLES ARE KEY COMPONENTS OF THE AMERICAN POLITICAL SYSTEM.

4.C1.1 ANALYZE CIVIC VIRTUES AND DEMOCRATIC PRINCIPLES OR LACK THEREOF WITHIN A VARIETY OF GOVERNMENT STRUCTURES, SOCIETIES, AND/OR COMMUNITIES WITHIN THE AMERICAS. (THIS STANDARD IS ADDRESSED IN JOHN CABOT LESSON)


4.C2.1 USE PRIMARY AND SECONDARY SOURCES TO GENERATE QUESTIONS ABOUT THE CONCEPTS AND IDEAS SUCH AS LIBERTY, JUSTICE, EQUALITY, AND INDIVIDUAL RIGHTS. (THIS STANDARD IS ADDRESSED IN JACQUES CARTIER LESSON, SAMUEL DE CHAMPLAIN LESSON)

ECONOMICS


4.E2.1 EXAMINE CONCEPTS OF SCARCITY, CHOICE, OPPORTUNITY COST, AND RISK. (THIS STANDARD IS ADDRESSED IN LEIF ERIKSON LESSON, JOHN CABOT LESSON, GIOVANNI DA VERRAZANO LESSON, JACQUES CARTIER LESSON, SIR FRANCIS DRAKE LESSON, SAMUEL DE CHAMPLAIN LESSON, HENRY HUDSON LESSON, ROBERT LA SALLE LESSON)


4.E3.1 COMPARE DIFFERENT INDUSTRIES, OCCUPATIONS, AND RESOURCES AS WELL AS DIFFERENT FORMS OF INCOME EARNED OR RECEIVED THAT HAVE SHAPED THE AMERICAS. (THIS STANDARD IS ADDRESSED IN SAMUEL DE CHAMPLAIN LESSON)


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4.G1.1 USE AND CONSTRUCT MAPS AND GRAPHS TO REPRESENT CHANGES IN THE AMERICAS OVER TIME. (THIS STANDARD IS ADDRESSED IN LEIF ERIKSON LESSON, JOHN CABOT LESSON, GIOVANNI DA VERRAZANO LESSON, JACQUES CARTIER LESSON, SIR FRANCIS DRAKE LESSON, SAMUEL DE CHAMPLAIN LESSON, HENRY HUDSON LESSON, ROBERT LA SALLE LESSON)


4.G2.1 COMPARE THE DIVERSE WAYS PEOPLE OR GROUPS OF PEOPLE HAVE IMPACTED, MODIFIED, OR ADAPTED TO THE ENVIRONMENT OF THE AMERICAS. (THIS STANDARD IS ADDRESSED IN JACQUES CARTIER LESSON, SAMUEL DE CHAMPLAIN LESSON, ROBERT LA SALLE LESSON)


4.G3.1 EXPLAIN HOW THE LOCATION AND USE OF RESOURCES AFFECTS HUMAN SETTLEMENT AND MOVEMENT. (THIS STANDARD IS ADDRESSED IN JOHN CABOT LESSON, GIOVANNI DA VERRAZANO LESSON, JACQUES CARTIER LESSON, SIR FRANCIS DRAKE LESSON, SAMUEL DE CHAMPLAIN LESSON, HENRY HUDSON LESSON, ROBERT LA SALLE LESSON)


4.G4.1 EXPLAIN THE POSITIVE AND NEGATIVE EFFECTS OF INCREASING ECONOMIC INTERDEPENDENCE ON DISTINCT GROUPS, COUNTRIES, AND NEW SETTLEMENTS. (THIS STANDARD IS ADDRESSED IN JACQUES CARTIER LESSON, SAMUEL DE CHAMPLAIN LESSON)


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4.H1.1 UTILIZING A VARIETY OF MULTI-GENRE PRIMARY AND SECONDARY SOURCES, CONSTRUCT HISTORICAL NARRATIVES ABOUT CULTURES, CIVILIZATIONS, AND INNOVATIONS IN THE AMERICAS. (THIS STANDARD IS ADDRESSED IN JOHN CABOT LESSON, GIOVANNI DA VERRAZANO LESSON, SIR FRANCIS DRAKE LESSON, SAMUEL DE CHAMPLAIN LESSON, HENRY HUDSON LESSON, ROBERT LA SALLE LESSON)


4.H2.1 DESCRIBE THE CYCLES OF CONFLICT AND COMPROMISE THAT OCCURRED IN THE AMERICAS DURING THE CONVERGENCE OF EUROPEANS, AMERICAN INDIANS, AND AFRICANS IN THE AMERICAS BEFORE AND AFTER EUROPEAN EXPLORATION. (THIS STANDARD IS ADDRESSED IN CHRISTOPHER COLUMBUS LESSON, SAMUEL DE CHAMPLAIN LESSON, ROBERT LA SALLE LESSON)

4.H2.2 ANALYZE THE DIFFERENT APPROACHES USED BY THE SPANISH, PORTUGUESE, BRITISH, AND THE FRENCH IN THEIR INTERACTIONS WITH AMERICAN INDIANS. (THIS STANDARD IS ADDRESSED IN SAMUEL DE CHAMPLAIN LESSON, ROBERT LA SALLE LESSON)


4.H3.1 EXAMINE HOW ECONOMIC, POLITICAL, AND RELIGIOUS IDEAS AND INSTITUTIONS HAVE INFLUENCED THE DEVELOPMENT OF INDIVIDUAL RIGHTS, FREEDOMS, AND RESPONSIBILITIES IN THE AMERICAS. (THIS STANDARD IS ADDRESSED IN SAMUEL DE CHAMPLAIN LESSON)


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50


LEIFEIF E ERIKSONRIKSON

Leif Erikson was born in Iceland. Historians are not sure exactly when he was born, but most agree that it was around 970 A.D. Leif was the son of famous Viking explorer Erik the Red. The Vikings were the best ship builders in Europe. They used their ships to explore the rough waters of the Northern Atlantic Ocean.

LEIF’S EARLY YEARS Like other Viking children, Leif did not spend his early years with his family. At eight years old, Leif was sent to Norway where he learned to read, write, solve problems, and speak foreign languages. He was also taught to farm and use weapons. During his free time, Leif watched ships come into the harbor. At the age of 12, Leif was considered a man. He moved back to his family’s farm. In the four years since he had been away, the farm had grown to include several houses, herds of animals, and slaves.

DISCOVERING GREENLAND In 982, Erik the Red was accused of murder and forced to leave Iceland for three years. He sailed west with his wife, four children, and a few slaves. The family spent the next three years exploring an island that Erik the Red named Greenland. In 985, Erik the Red returned to Iceland. He told about his adventures and convinced a large group of people to return to Greenland with him. In the spring of 985, Erik loaded 25 ships with supplies, settlers, and livestock. The voyage was a disaster. The waves were too strong for the ships. Many were forced to turn back. Others disappeared and were never seen again. Only 350 colonists and 14 ships actually made it to Greenland. The survivors founded two colonies on the southwest coast of Greenland. The colonists found the land in this area of Greenland perfect for farming. When the weather was warm, groups of men traveled to Disko Bay to hunt for seals and beached whales.

LEIF ERIKSON

NEW WORLD EXPLORERS LESSON ONE

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INTERACTIVE VENN DIAGRAM

3. Glue the Venn Diagram Outline under the folded flaps of the Venn Diagram Pattern.

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4. Glue the completed Venn Diagram Organizer onto the next blank page of your notebook.

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Using a map is a skill that must be learned and practiced. You live in a house or an apartment that has an exact address. The number on your house, your apartment number, your street name, and your zip code are all part of your address. No other house or apartment in the world has the same exact address as your house or apartment. If the post offi ce, fi re department, or your friends need to fi nd you, they use your address. Just like your house or apartment, every place on Earth has an exact location or address that can be written in numbers. Instead of street names and apartment numbers, these places on Earth use lines of latitude and longitude.

LINES OF LATITUDE Lines of latitude, or parallels, are lines drawn on a map to show how far north or south a place is from the equator. The equator is the invisible line that runs from east to west through the center of the Earth. Latitude lines also run from east to west. Those latitude lines that appear above the equator are known as north latitude lines. Those latitude lines that appear below the equator are known as south latitude lines. Each line of north and south latitude is measured in degrees. The equator is 0º. The lines above the equator are 1ºN (north) to 90ºN (north). The lines below the equator are 1ºS (south) to 90ºS (south).

LINES OF LONGITUDE Lines of longitude, or meridians, are lines drawn on a map to show how far east or west a place is from the prime meridian. The prime meridian is an invisible line that runs from north to

south through the center of the Earth. Longitude lines also run from north

to south. Those longitude lines that appear on the right side of the prime meridian are known as east longitude lines. Those longitude lines that appear on the left side

of the prime meridian are known as west longitude lines.

Like the lines of latitude, each line of east and west longitude is also measured in

degrees. The prime meridian is 0º. The lines to the right of the prime meridian are 1ºE (east) to 180ºE (east). The lines to the left of the prime meridian are 1ºW (west) to 180ºW (west).

•Lines of latitude and longitude come together on a map to form a grid. This makes it easy to fi nd any place in the world if you know the latitude and longitude address.

MAPPING: LATITUDE AND LONGITUDE

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MAKE A VIKING SHIP

The Vikings were once the best ship builders in Europe. Their ships were sturdy enough to sail the rough waters of the Northern Atlantic Ocean.

In this activity, you will follow written directions to make a miniature Viking Ship like the one Leif Erikson used to discover the New World.

1. Color the Inside Ship Pattern brown.

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54


Sir Francis Drake was born in England. Most historians agree that the year of his birth was probably 1540. Francis was the oldest of 12 sons. His father was a farmer who later became a preacher. At the young age of 13, Francis went to sea on a cargo ship. He taught himself navigation skills. By the time he was 20, Francis was the master of the ship.

VOYAGES TO THE NEW WORLD In the early 1560s, Francis Drake made his fi rst voyages to the New World with his cousin John Hawkins. They sailed to West Africa, captured slaves, and sold them to Spanish farmers in the West Indies. During one of their voyages, Drake and his cousin were attacked by a Spanish ship in the Gulf of Mexico. Spanish pirates took their ship and all of their slaves, but let Drake and his cousin escape with their lives. From that day forward, Drake hated the Spanish and made plans to get revenge. In 1572, Queen Elizabeth gave Drake permission to work as a privateer, attacking Spanish ships and ports. Drake left England and sailed toward the New World with two ships and more than 70 sailors. Drake successfully attacked a Spanish ship carrying tons of gold from Mexico. He sailed back to England and presented Queen Elizabeth with the treasure. For his bravery, Queen Elizabeth appointed Drake as commander of an expedition to sail around the world.

SIRIR F FRANCISRANCIS D DRAKERAKE

SIR FRANCIS DRAKE

NEW WORLD EXPLORERS LESSON FIVE

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VOCABULARY CIRCLE FLAPS

7. Glue the Vocabulary Circle Flap onto the next blank page of your notebook.

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6. Glue each Vocabulary Definition Piece under its matching vocabulary word on the Circle Flap Organizer as shown.w

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ACCORDION FOLDABLE

4. Use the Accordion Organizer on the left side of your History notebook to write a complete description under each Heading Title.

Use proper capitalization, spelling, punctuation, and grammar.

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5. Assemble your Accordion Foldable by gluing tab A to the back of the next page to make an accordion.

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6. Glue tab A from the last page onto the right side of your notebook.

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INTERACTIVE TIME LINE

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8. Glue each Time Line Event under its correct date on the Time Line Templates.

9. Glue one Title and completed Time Line onto the left side of your notebook. Glue the other Title and completed Time Line onto the right side of your notebook.

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7. Glue the other four Time Line Date pieces on the second Time Line Template from the earliest date to the most recent date.

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58


Robert La Salle was born in France on November 22, 1643. As a child, Robert attended a school run by Jesuit (JEZ•ooh•wit) priests. His favorite subjects were science and nature. In 1660, at the age of 17, Robert took his vows and became a Jesuit priest. A few years later, he changed his mind and asked to be released from his vows.

ARRIVAL IN NEW FRANCE In 1667, Robert La Salle traveled to New France. He planned to become a farmer. La Salle was given a large strip of land along the banks of the St. Lawrence River in Montreal (mon•tree•ALL). La Salle’s land was in a very dangerous area. It was known for hostile Native Americans and harsh weather. La Salle immediately started building a village and learning the Iroquois (EAR•uh•kwoy) language so he could communicate with native people in New France. The Iroquois told La Salle about a great river that led to the sea. La Salle was sure this was the water route to Asia. Finding the water route would make La Salle famous and give France complete control of the trade with Asia.

ROBERTOBERT L LA S SALLEALLE

FASTAST F FACTSACTS

• Robert La Salle’s full name was Rene-Robert Cavelier, Sieur de La Salle. Cavelier is a French word that means knight in English. • La Salle chose to travel to New France because his brother, Jean, was a priest in New France.• La Salle was so eager to fi nd a water route to China that he spoke of nothing else. To make fun of him, his land in Montreal was nicknamed Le Chin. The name was later changed to Lachine.

ROBERT LA SALLE

NEW WORLD EXPLORERS LESSON EIGHT

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There are a few new vocabulary words to learn before beginning your study of Giovanni da Verrazano. Your History notebook is a great place to record and store the words and defi nitions that you will need to be familiar with during this lesson.

Directions: Using the Glossary provided by your teacher and the Accordion Organizer Patterns follow the directions below and on the next page to create one Vocabulary Accordion.

VOCABULARY ACCORDION

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1. Neatly color and cut out the Vocabulary Accordion Organizer along the outside bold lines.

2. Beginning with the pentagon-shaped flap labeled Vocabulary, fold the Accordion Organizer back and forth along the dotted lines as shown.

A pentagon is a closed shape with five sides.

3. Continue folding the Accordion Organizer along the dotted lines as shown to make an accordion.

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Part IVDirections: Use your fi nished Robert La Salle K•W•L•H Chart to write a paragraph about the famous explorer. A good paragraph includes a topic sentence, four or fi ve supporting sentences, and a closing sentence.

Write a topic sentence clearly stating what your paragraph will be about. A topic sentence starts a paragraph. Below is an example of a topic sentence for a paragraph about Louis Joliet and Jacques Marquette.

Example: Louis Joliet and Jacques Marquette were adventurous explorers sent to search for the mysterious river connecting the Pacifi c Ocean to Asia.

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TOPIC SENTENCE

ROBERT LA SALLE PARAGRAPH

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VOYAGE ONE MILES TRAVELED VOYAGE ONE KILOMETERS TRAVELED

IRELAND

ENGLANDWALES

SCOTLAND

ICELAND

FINLAND

NORWAY

SWEDEN

ATLANTICOCEAN

GREENLANDSEA

GREENLAND

SPITZBERGENISLAND

NOVA ZEMBLA

ARCTICOCEAN

NORTH POLE

DENMARK

NETHERLANDS

BALTICSEA

ARCTIC CIRCLE

VOYAGE ONE

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UNIT OVERVIEW

This Unit will teach students about the Thirteen Original Colonies; theories about the fi rst peopling of the Americas; causes and consequences of European colonization; environmental, political, and cultural consequences of the interactions among European, African, and American Indian people in the late 15th through 17th centuries; regional settlement patterns, signifi cant developments, and life in the Southern, Middle, and New England colonies; roles and responsibilities as members of a society; and contributions of various cultural and ethnic groups to the development of the Americas.

UNIT OBJECTIVES

The students will: • defi ne vocabulary related to the Thirteen Original Colonies and demonstrate mastery of these words on Vocabulary Quizzes. • read content rich informational text and answer comprehension questions. • identify and label each of the Thirteen Original Colonies on a map. • create time lines and accordion foldables to recall information and organize events in chronological order. • explain the difference between indentured servants and slaves. • compare life in the colonies with life today. • use pairs of letter coordinates to solve a Grid Math Mystery Puzzle. • record important facts about each of the Thirteen Original Colonies and famous colonists. • follow written directions to draw a beaver and construct a miniature log cabin, demonstrating functional text comprehension. • differentiate between primary and secondary sources. • use primary and secondary sources to complete research projects, publishing the results in the form of foldables, organizers, booklets, games, and KWLH Charts. • use reference points, cardinal directions, and intermediate directions to plot points of interest on a Pennsylvania map. • analyze the causes and effects of major events in the North Carolina Colony. • describe the importance of the Ohio River Valley and the outcome of the French and Indian War, including the Proclamation of 1763. • use reference points, cardinal directions, and intermediate directions to plot major battle sites of the French and Indian War.

THIRTEEN ORIGINAL COLONIES UNIT

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MATERIALS

American History Notebook (a composition book works well) Scissors, Coloring Pencils, Glue Metal Brad for Wheel Activity

TEACHING

LESSON 1 – VIRGINIA COLONY Before reading Virginia, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue a One-Pocket Vocabulary Organizer into their History notebooks for Africa, assault, branded, confederacy, cultivate, England, fungus, indentured servants, indigo, inhabited, inspected, manufactured, New England, plantations, prosper, representatives, threatened, transported, triangular, wigwam. (pps. 397-406 TR) Note – If you purchased Student Editions, you only need to copy Vocabulary Words and Defi nitions (pps. 399-402 TR) and One-Pocket Organizer Pattern. (pg. 406 TR) After reading Virginia (pps. 122-126 TE/212-216 SE), students will: • answer Virginia Comprehension Questions. (pg. 407 TR) • cut out and glue a Thirteen Original Colonies Study Guide into their History notebooks and label Virginia on the map. (pg. 408 TR) • create an Accordion Foldable about the Virginia Colony to glue into their History notebooks. (pps. 409-418 TR)

Note – If you purchased Student Editions, you only need to copy Accordion Organizer Patterns (pps. 411-412 TR) and Organizer Pages. (pps. 415-418 TR)

• take a Thirteen Original Colonies Part I Vocabulary Quiz. (pps. 419-420 TR)


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TEACHING (CONTINUED) LESSON 2 – MASSACHUSETTS COLONY Before reading Massachusetts, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue one Vocabulary Flap Book into their History notebooks for Church of England, Pilgrims, Puritans, trampled. (pps. 421-423 TR) Note – If you purchased Student Editions, you only need to copy Flap Book Patterns. (pg. 423 TR) After reading Massachusetts (pps. 127-129 TE/223-225 SE), students will: • answer Massachusetts Comprehension Questions. (pg. 424 TR) • label Massachusetts on Thirteen Original Colonies Study Guide already glued in their History notebooks. • use letter pair coordinates to solve a mystery Grid Math Puzzle. (pps. 425-429 TR)

Note – If you purchased Student Editions, you only need to copy Grid Math Puzzle Pieces and Blank Grid. (pps. 427-429 TR)


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TEACHING (CONTINUED) LESSON 3 – NEW HAMPSHIRE COLONY Before reading New Hampshire, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue Vocabulary Puzzles into their History notebooks for boundaries, council, destructive, determination, encouraged, French, granite, keelboats, production, Scotland, seacoast, shoreline. (pps. 430-442 TR) Note – If you purchased Student Editions, you only need to copy Vocabulary Puzzle Pieces (pps. 432-439 TR) and Envelope Patterns. (pg. 442 TR) After reading New Hampshire (pps. 130-133 TE/232-235 SE), students will: • answer New Hampshire Comprehension Questions. (pg. 424 TR) • label New Hampshire on Thirteen Original Colonies Study Guide already glued in their History notebooks. • create a New Hampshire Colony Circle Chart to glue into their History notebooks. (pps. 444-445 TR)

Note – If you purchased Student Editions, you only need to copy New Hampshire Colony Circle Chart. (pg. 445 TR)

• use the New Hampshire Colony Circle Chart to create a New Hampshire Colony Flip Book to glue into their History notebooks. (pps. 446-450 TR)

Note – If you purchased Student Editions, you only need to copy Flip Book Patterns. (pps. 449-450 TR)

• take a Thirteen Original Colonies Part II Vocabulary Quiz. (pg. 451 TR)


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TEACHING (CONTINUED) LESSON 4 – NEW YORK COLONY Before reading New York, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue one Vocabulary Circle Flap into their History notebooks for Dutch, Greenland, gristmills, incisor, rodent, sawmills. (pps. 452-457 TR) Note – If you purchased Student Editions, you only need to copy Circle Flap Patterns. (pps. 455-457 TR) After reading New York (pps. 134-137 TE/243-246 SE), students will: • answer New York Comprehension Questions. (pg. 458 TR) • label New York on Thirteen Original Colonies Study Guide already glued in their History notebooks. • follow written directions to draw a beaver. (pps. 459-460 TR)

Note – If you purchased Student Editions, you don’t need to copy anything.


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TEACHING (CONTINUED) LESSON 5 – MARYLAND COLONY Before reading Maryland, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue two Vocabulary Flap Books into their History notebooks for admired, Catholics, charter, Protestants, quarreling, Revolutionary War, statute, turmoil. (pps. 461-464 TR) Note – If you purchased Student Editions, you only need to copy Flap Book Patterns. (pps. 463-464 TR) After reading Maryland (pps. 138-139 TE/251-252 SE), students will: • answer Maryland Comprehension Questions. (pg. 465 TR) • label Maryland on Thirteen Original Colonies Study Guide already glued in their History notebooks. • differentiate between primary and secondary sources. (pg. 466 TR) • complete George Calvert Journal Page to glue into their History notebooks. (pps. 467-468 TR)

Note – If you purchased Student Editions, you only need to copy Journal Page. (pg. 468 TR)

• use the Journal Page to create a Famous Person Wheel to glue into their History notebooks. (pps. 469-472 TR)

Note – If you purchased Student Editions, you only need to copy Wheel Patterns. (pps. 471-472 TR)

• take a Thirteen Original Colonies Part III Vocabulary Quiz. (pg. 473 TR)


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TEACHING (CONTINUED) LESSON 6 – CONNECTICUT COLONY Before reading Connecticut, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue a One-Pocket Vocabulary Organizer into their History notebooks for adopted, Bermuda, constitution, elections, overthrown, united, wampum. (pps. 461-464 TR) Note – If you purchased Student Editions, you only need to copy Vocabulary Words and Defi nitions (pps. 476-477 TR) and One-Pocket Organizer Pattern. (pg. 481 TR) After reading Connecticut (pps. 140-142 TE/261-263 SE), students will: • answer Connecticut Comprehension Questions. (pg. 482 TR) • label Connecticut on Thirteen Original Colonies Study Guide already glued in their History notebooks. • create an Interactive Time Line chronicling the history of the Connecticut Colony to glue into their History notebooks. (pps. 483-489 TR)



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TEACHING (CONTINUED) LESSON 7 – RHODE ISLAND COLONY Before reading Rhode Island, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue one Vocabulary Flap Book into their History notebooks for nationalities, Quaker, synagogue. (pps. 490-492 TR) Note – If you purchased Student Editions, you only need to copy Flap Book Patterns. (pg. 492 TR)

After reading Rhode Island (pps. 143-145 TE/269-271 SE), students will: • answer Rhode Island Comprehension Questions. (pg. 493 TR) • label Rhode Island on Thirteen Original Colonies Study Guide already glued in their History notebooks. • create a Find the Fib Game about famous colonists Roger Williams and Anne Hutchinson. (pps. 494-509 TR)

Note – If you purchased Student Editions, you only need to copy Find the Fib Cards. (pps. 498-509 TR)

• create a Two-Pocket Organizer for storing their Find the Fib Game in their History notebooks. (pps. 510-514 TR)

Note – If you purchased Student Editions, you only need to copy Two-Pocket Organizer Patterns. (pps. 513-514 TR)

• complete Discussion Questions about Find the Fib Game. (pg. 515 TR)


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TEACHING (CONTINUED) LESSON 8 – DELAWARE COLONY Before reading Delaware, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue one Vocabulary Accordion into their History notebooks for pirate, pledged, seized. (pps. 516-518 TR) Note – If you purchased Student Editions, you only need to copy Accordion Patterns. (pg. 518 TR)

After reading Delaware (pps. 146-147 TE/281-282 SE), students will: • answer Delaware Comprehension Questions. (pg. 519 TR) • label Delaware on Thirteen Original Colonies Study Guide already glued in their History notebooks. • follow written directions to construct a Log Cabin. (pps. 520-523 TR)

Note – If you purchased Student Editions, you only need to copy Log Cabin Pattern. (pg. 523 TR)


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TEACHING (CONTINUED) LESSON 9 – PENNSYLVANIA COLONY Before reading Pennsylvania, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue Vocabulary Foldables into their History notebooks for annual, Civil War, commandment, motto. (pps. 524-528 TR) Note – If you purchased Student Editions, you only need to copy Vocabulary Foldable Patterns. (pps. 527-528 TR)

After reading Pennsylvania (pps. 148-149 TE/289-290 SE), students will: • answer Pennsylvania Comprehension Questions. (pg. 529 TR) • label Pennsylvania on Thirteen Original Colonies Study Guide already glued in their History notebooks. • use reference points, cardinal directions, and intermediate directions to plot points of interest on a Pennsylvania map. (pps. 530-534 TR)



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TEACHING (CONTINUED) LESSON 10 – NORTH CAROLINA COLONY Before reading North Carolina, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue Vocabulary Booklets into their History notebooks for extinct, Ireland, Mound Builders, prehistoric, proprietors, reefs, sandbars, Spain. (pps. 535-541 TR) Note – If you purchased Student Editions, you only need to copy Vocabulary Booklet Patterns. (pps. 538-541 TR)

After reading North Carolina (pps. 150-152 TE/296-298 SE), students will: • answer North Carolina Comprehension Questions. (pg. 542 TR) • label North Carolina on Thirteen Original Colonies Study Guide already glued in their History notebooks. • analyze causes and effects of major events in the North Carolina Colony to create two Cause and Event Organizers to glue into their History notebooks. (pps. 543-550 TR)

Note – If you purchased Student Editions, you only need to copy Cause and Effect Patterns. (pps. 546-550 TR)

• take a Thirteen Original Colonies Part IV Vocabulary Quiz. (pps. 551-552 TR)


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TEACHING (CONTINUED) LESSON 11 – NEW JERSEY COLONY Before reading New Jersey, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue one Vocabulary Circle Flap into their History notebooks for epidemic, infl uenza, insisted, Italian, mammoths, measles. (pps. 553-558 TR) Note – If you purchased Student Editions, you only need to copy Circle Flap Patterns. (pps. 556-558 TR)

After reading New Jersey (pps. 153-154 TE/305-306 SE), students will: • answer New Jersey Comprehension Questions. (pg. 559 TR) • label New Jersey on Thirteen Original Colonies Study Guide already glued in their History notebooks. • create a Pocket Time Line chronicling events in New Jersey’s history. (pps. 560-563 TR)


• create an Envelope for storing their Pocket Time Lines in their History notebooks. (pps. 564-567 TR)



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TEACHING (CONTINUED) LESSON 12 – SOUTH CAROLINA COLONY After reading South Carolina (pps. 155-157 TE/311-313 SE), students will: • answer South Carolina Comprehension Questions. (pg. 568 TR) • label South Carolina on Thirteen Original Colonies Study Guide already glued in their History notebooks. • create a KWLH Chart by answering four pre-activity questions and fi lling in each section of the chart. (pps. 569-571 TR) • use the KWLH Chart to create a Four-Fold Organizer to glue into their History notebooks. (pps. 572-575 TR)

Note – If you purchased Student Editions, you only need to copy Four-Fold Patterns. (pps. 574-575 TR)


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TEACHING (CONTINUED) LESSON 13 – GEORGIA COLONY After reading Georgia (pps. 158-159 TE/316-317 SE), students will: • answer Georgia Comprehension Questions. (pg. 576 TR) • label Georgia on Thirteen Original Colonies Study Guide already glued in their History notebooks. • create a James Oglethorpe Journal Page and use it to create a Booklet to glue into their History notebooks. (pps. 577-581 TR)

Note – If you purchased Student Editions, you only need to copy Journal Page and Booklet Outline. (pps. 578-579 TR)

• take a Thirteen Original Colonies Quiz. (pg. 582 TR)


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TEACHING (CONTINUED) LESSON 14 – THE FRENCH AND INDIAN WAR Before reading The French and Indian War, students will: • use the Glossary (pps. 163-174 TE/332-342 SE) to create and glue one Cootie Catcher and One-Pocket Organizer into their History notebooks for outraged, proclamation, reserved, surrendered. (pps. 583-590 TR) Note – If you purchased Student Editions, you only need to copy Vocabulary Cootie Catcher Pattern (pg. 586 TR) and One-Pocket Organizer Pattern. (pg. 590 TR)

After reading The French and Indian War (pps. 160-162 TE/327-329 SE), students will: • answer French and Indian War Comprehension Questions. (pg. 591 TR) • complete French and Indian War Discussion Questions. (pg. 592 TR) • use reference points, cardinal directions, and intermediate directions to plot French and Indian War Battle Sites on a map. (pps. 593-597 TR)


• take a Thirteen Original Colonies Part V Vocabulary Quiz. (pg. 598 TR)


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• VIRGINIA COLONY ACCORDION FOLDABLE. • NEW HAMPSHIRE COLONY CIRCLE CHART. • CONNECTICUT COLONY INTERACTIVE TIME LINE. • NEW JERSEY COLONY POCKET TIME LINE. • FRENCH AND INDIAN WAR MAPPING ACTIVITY.


• PENNSYLVANIA COLONY MAPPING ACTIVITY. • NEW JERSEY COLONY POCKET TIME LINE. • FRENCH AND INDIAN WAR DISCUSSION QUESTIONS. 4.SP1.3 GENERATE QUESTIONS ABOUT INDIVIDUALS AND GROUPS WHO HAVE SHAPED SIGNIFICANT HISTORICAL EVENTS.

• NEW HAMPSHIRE COLONY FIND THE FIB DISCUSSION QUESTIONS. • SOUTH CAROLINA COLONY KWLH CHART.

4.SP2.1 EXPLAIN WHY INDIVIDUALS AND GROUPS DURING THE SAME HISTORICAL PERIOD DIFFERED IN THEIR PERSPECTIVES ON ISSUES AND EVENTS.

• NEW HAMPSHIRE COLONY FIND THE FIB DISCUSSION QUESTIONS. • FRENCH AND INDIAN WAR DISCUSSION QUESTIONS.

4.SP2.2 EXPLAIN CONNECTIONS AMONG HISTORICAL CONTEXTS AND PEOPLE’S PERSPECTIVES AT THE TIME.

• NEW HAMPSHIRE COLONY FIND THE FIB DISCUSSION QUESTIONS. • NEW JERSEY COLONY POCKET TIME LINE. • FRENCH AND INDIAN WAR DISCUSSION QUESTIONS.


• NEW HAMPSHIRE COLONY FIND THE FIB DISCUSSION QUESTIONS. • SOUTH CAROLINA COLONY KWLH CHART.


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DISCIPLINARY SKILLS AND PROCESSES FOR GRADE 4 (CONTINUED)


• NEW HAMPSHIRE COLONY FIND THE FIB GAME. • SOUTH CAROLINA COLONY KWLH CHART.

4.SP3.5 CONSTRUCT AND PRESENT ARGUMENTS AND EXPLANATIONS USING REASONING, EXAMPLES, AND DETAILS WITH RELEVANT INFORMATION AND DATA FROM MULTIPLE SOURCES.

• NEW JERSEY COLONY POCKET TIME LINE. • SOUTH CAROLINA COLONY FOUR-FOLD ORGANIZER

4.SP4.1 EXPLAIN PROBABLE CAUSES AND EFFECTS OF EVENTS AND DEVELOPMENT.

• NORTH CAROLINA COLONY CAUSE AND EFFECT ORGANIZERS. • NEW JERSEY COLONY POCKET TIME LINE. • FRENCH AND INDIAN WAR DISCUSSION QUESTIONS.

4.SP4.2 SUMMARIZE THE CENTRAL CLAIM IN A SECONDARY WORK OF HISTORY.

• MASSACHUSETTS COLONY COMPREHENSION QUESTION #3. • NEW HAMPSHIRE COLONY COMPREHENSION QUESTIONS #3, #5, #6. • NEW YORK COLONY COMPREHENSION QUESTIONS #1, #2, #3, #5, #6. • MARYLAND COLONY COMPREHENSION QUESTION #5. • CONNECTICUT COLONY COMPREHENSION QUESTION #7. • NEW HAMPSHIRE COLONY COMPREHENSION QUESTION #6. • PENNSYLVANIA COLONY COMPREHENSION QUESTIONS #3, #6. • SOUTH CAROLINA COLONY COMPREHENSION QUESTIONS #6. • GEORGE OGLETHORPE BOOKLET. • FRENCH AND INDIAN WAR COMPREHENSION QUESTIONS #5.

4.SP4.3 USE EVIDENCE FROM MULTIPLE SOURCES TO DEVELOP AND COMMUNICATE CLAIMS ABOUT THE CAUSES AND EFFECTS OF EVENTS.

• NORTH CAROLINA COLONY CAUSE AND EFFECT ORGANIZERS.


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CONTENT STANDARD: CIVIC VIRTUES AND DEMOCRATIC PRINCIPLES ARE KEY COMPONENTS OF THE AMERICAN POLITICAL SYSTEM.

4.C1.1 ANALYZE CIVIC VIRTUES AND DEMOCRATIC PRINCIPLES OR LACK THEREOF WITHIN A VARIETY OF GOVERNMENT STRUCTURES, SOCIETIES, AND/OR COMMUNITIES WITHIN THE AMERICAS. (THIS STANDARD IS ADDRESSED IN VIRGINIA COLONY LESSON, MASSACHUSETTS COLONY LESSON, NEW HAMPSHIRE COLONY LESSON, NEW YORK COLONY LESSON, MARYLAND COLONY LESSON, CONNECTICUT COLONY LESSON, NEW HAMPSHIRE COLONY LESSON, DELAWARE COLONY LESSON, PENNSYLVANIA COLONY LESSON, NORTH CAROLINA COLONY LESSON, NEW JERSEY COLONY LESSON, SOUTH CAROLINA COLONY LESSON, GEORGIA COLONY LESSON)


4.C2.1 USE PRIMARY AND SECONDARY SOURCES TO GENERATE QUESTIONS ABOUT THE CONCEPTS AND IDEAS SUCH AS LIBERTY, JUSTICE, EQUALITY, AND INDIVIDUAL RIGHTS. (THIS STANDARD IS ADDRESSED IN VIRGINIA COLONY LESSON, MASSACHUSETTS COLONY LESSON, NEW HAMPSHIRE COLONY LESSON, NEW YORK COLONY LESSON, MARYLAND COLONY LESSON, CONNECTICUT COLONY LESSON, NEW HAMPSHIRE COLONY LESSON, DELAWARE COLONY LESSON, PENNSYLVANIA COLONY LESSON, NORTH CAROLINA COLONY LESSON, NEW JERSEY COLONY LESSON, SOUTH CAROLINA COLONY LESSON, GEORGIA COLONY LESSON, FRENCH AND INDIAN WAR LESSON)


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ECONOMICS


4.E2.1 EXAMINE CONCEPTS OF SCARCITY, CHOICE, OPPORTUNITY COST, AND RISK. (THIS STANDARD IS ADDRESSED IN VIRGINIA COLONY LESSON, MASSACHUSETTS COLONY LESSON, NEW HAMPSHIRE COLONY LESSON, NEW YORK COLONY LESSON, MARYLAND COLONY LESSON, CONNECTICUT COLONY LESSON, NEW HAMPSHIRE COLONY LESSON, DELAWARE COLONY LESSON, PENNSYLVANIA COLONY LESSON, NORTH CAROLINA COLONY LESSON, NEW JERSEY COLONY LESSON, SOUTH CAROLINA COLONY LESSON, GEORGIA COLONY LESSON, FRENCH AND INDIAN WAR LESSON)


4.E3.1 COMPARE DIFFERENT INDUSTRIES, OCCUPATIONS, AND RESOURCES AS WELL AS DIFFERENT FORMS OF INCOME EARNED OR RECEIVED THAT HAVE SHAPED THE AMERICAS. (THIS STANDARD IS ADDRESSED IN VIRGINIA COLONY LESSON, MASSACHUSETTS COLONY LESSON, NEW HAMPSHIRE COLONY LESSON, NEW YORK COLONY LESSON, MARYLAND COLONY LESSON, CONNECTICUT COLONY LESSON, NEW HAMPSHIRE COLONY LESSON, DELAWARE COLONY LESSON, PENNSYLVANIA COLONY LESSON, NORTH CAROLINA COLONY LESSON, NEW JERSEY COLONY LESSON, SOUTH CAROLINA COLONY LESSON, GEORGIA COLONY LESSON, FRENCH AND INDIAN WAR LESSON)


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4.G1.1 USE AND CONSTRUCT MAPS AND GRAPHS TO REPRESENT CHANGES IN THE AMERICAS OVER TIME. (THIS STANDARD IS ADDRESSED IN VIRGINIA COLONY LESSON, MASSACHUSETTS COLONY LESSON, NEW HAMPSHIRE COLONY LESSON, NEW YORK COLONY LESSON, MARYLAND COLONY LESSON, CONNECTICUT COLONY LESSON, NEW HAMPSHIRE COLONY LESSON, DELAWARE COLONY LESSON, PENNSYLVANIA COLONY LESSON, NORTH CAROLINA COLONY LESSON, NEW JERSEY COLONY LESSON, SOUTH CAROLINA COLONY LESSON, GEORGIA COLONY LESSON, FRENCH AND INDIAN WAR LESSON)


4.G2.1 COMPARE THE DIVERSE WAYS PEOPLE OR GROUPS OF PEOPLE HAVE IMPACTED, MODIFIED, OR ADAPTED TO THE ENVIRONMENT OF THE AMERICAS. (THIS STANDARD IS ADDRESSED IN VIRGINIA COLONY LESSON, MASSACHUSETTS COLONY LESSON, NEW HAMPSHIRE COLONY LESSON, NEW YORK COLONY LESSON, MARYLAND COLONY LESSON, CONNECTICUT COLONY LESSON, NEW HAMPSHIRE COLONY LESSON, DELAWARE COLONY LESSON, PENNSYLVANIA COLONY LESSON, NORTH CAROLINA COLONY LESSON, NEW JERSEY COLONY LESSON, SOUTH CAROLINA COLONY LESSON, GEORGIA COLONY LESSON, FRENCH AND INDIAN WAR LESSON)


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ARIZONA HISTORY AND SOCIAL SCIENCE STANDARDS FOR GRADE 4 GEOGRAPHY (CONTINUED)


4.G3.1 EXPLAIN HOW THE LOCATION AND USE OF RESOURCES AFFECTS HUMAN SETTLEMENT AND MOVEMENT. (THIS STANDARD IS ADDRESSED IN VIRGINIA COLONY LESSON, MASSACHUSETTS COLONY LESSON, NEW HAMPSHIRE COLONY LESSON, NEW YORK COLONY LESSON, MARYLAND COLONY LESSON, CONNECTICUT COLONY LESSON, NEW HAMPSHIRE COLONY LESSON, DELAWARE COLONY LESSON, PENNSYLVANIA COLONY LESSON, NORTH CAROLINA COLONY LESSON, NEW JERSEY COLONY LESSON, SOUTH CAROLINA COLONY LESSON, GEORGIA COLONY LESSON, FRENCH AND INDIAN WAR LESSON)


4.G4.1 EXPLAIN THE POSITIVE AND NEGATIVE EFFECTS OF INCREASING ECONOMIC INTERDEPENDENCE ON DISTINCT GROUPS, COUNTRIES, AND NEW SETTLEMENTS. (THIS STANDARD IS ADDRESSED IN VIRGINIA COLONY LESSON, MASSACHUSETTS COLONY LESSON, NEW HAMPSHIRE COLONY LESSON, NEW YORK COLONY LESSON, MARYLAND COLONY LESSON, CONNECTICUT COLONY LESSON, NEW HAMPSHIRE COLONY LESSON, DELAWARE COLONY LESSON, PENNSYLVANIA COLONY LESSON, NORTH CAROLINA COLONY LESSON, NEW JERSEY COLONY LESSON, SOUTH CAROLINA COLONY LESSON, GEORGIA COLONY LESSON, FRENCH AND INDIAN WAR LESSON)


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4.H1.1 UTILIZING A VARIETY OF MULTI-GENRE PRIMARY AND SECONDARY SOURCES, CONSTRUCT HISTORICAL NARRATIVES ABOUT CULTURES, CIVILIZATIONS, AND INNOVATIONS IN THE AMERICAS. (THIS STANDARD IS ADDRESSED IN VIRGINIA COLONY LESSON, MASSACHUSETTS COLONY LESSON, NEW HAMPSHIRE COLONY LESSON, NEW YORK COLONY LESSON, MARYLAND COLONY LESSON, CONNECTICUT COLONY LESSON, NEW HAMPSHIRE COLONY LESSON, DELAWARE COLONY LESSON, PENNSYLVANIA COLONY LESSON, NORTH CAROLINA COLONY LESSON, NEW JERSEY COLONY LESSON, SOUTH CAROLINA COLONY LESSON, GEORGIA COLONY LESSON, FRENCH AND INDIAN WAR LESSON)


4.H2.1 DESCRIBE THE CYCLES OF CONFLICT AND COMPROMISE THAT OCCURRED IN THE AMERICAS DURING THE CONVERGENCE OF EUROPEANS, AMERICAN INDIANS, AND AFRICANS IN THE AMERICAS BEFORE AND AFTER EUROPEAN EXPLORATION. (THIS STANDARD IS ADDRESSED IN VIRGINIA COLONY LESSON, MASSACHUSETTS COLONY LESSON, NEW HAMPSHIRE COLONY LESSON, NEW YORK COLONY LESSON, MARYLAND COLONY LESSON, CONNECTICUT COLONY LESSON, NEW HAMPSHIRE COLONY LESSON, DELAWARE COLONY LESSON, PENNSYLVANIA COLONY LESSON, NORTH CAROLINA COLONY LESSON, NEW JERSEY COLONY LESSON, SOUTH CAROLINA COLONY LESSON, GEORGIA COLONY LESSON, FRENCH AND INDIAN WAR LESSON)

4.H2.2 ANALYZE THE DIFFERENT APPROACHES USED BY THE SPANISH, PORTUGUESE, BRITISH, AND THE FRENCH IN THEIR INTERACTIONS WITH AMERICAN INDIANS. (THIS STANDARD IS ADDRESSED IN VIRGINIA COLONY LESSON, MASSACHUSETTS COLONY LESSON, NEW YORK COLONY LESSON, MARYLAND COLONY LESSON, CONNECTICUT COLONY LESSON, NEW HAMPSHIRE COLONY LESSON, DELAWARE COLONY LESSON, PENNSYLVANIA COLONY LESSON, NORTH CAROLINA COLONY LESSON, NEW JERSEY COLONY LESSON, SOUTH CAROLINA COLONY LESSON, GEORGIA COLONY LESSON, FRENCH AND INDIAN WAR LESSON)


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ARIZONA HISTORY AND SOCIAL SCIENCE STANDARDS FOR GRADE 4 HISTORY (CONTINUED)


4.H3.1 EXAMINE HOW ECONOMIC, POLITICAL, AND RELIGIOUS IDEAS AND INSTITUTIONS HAVE INFLUENCED THE DEVELOPMENT OF INDIVIDUAL RIGHTS, FREEDOMS, AND RESPONSIBILITIES IN THE AMERICAS. (THIS STANDARD IS ADDRESSED IN VIRGINIA COLONY LESSON, MASSACHUSETTS COLONY LESSON, NEW HAMPSHIRE COLONY LESSON, NEW YORK COLONY LESSON, MARYLAND COLONY LESSON, CONNECTICUT COLONY LESSON, NEW HAMPSHIRE COLONY LESSON, DELAWARE COLONY LESSON, PENNSYLVANIA COLONY LESSON, NORTH CAROLINA COLONY LESSON, NEW JERSEY COLONY LESSON, SOUTH CAROLINA COLONY LESSON, GEORGIA COLONY LESSON)


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ATLANTIC OCEAN

VIRGINIA

THIRTEEN ORIGINAL COLONIES LESSON ONE

Virginia, one of fi ve Southern colonies, was the fi rst of thirteen original colonies in America. Virginia’s nickname is the Old Dominion State. It is also known as the Mother of Presidents. Four of the fi rst fi ve United States presidents were born in Virginia.

THE JAMESTOWN COLONY Virginia was not England’s fi rst choice for establishing a colony in America. Beginning in 1585, two groups of colonists were sent to Roanoke (ROW•an•oke) Island, near the coast of present-day North Carolina. Both colonies failed. In fact, the second group of colonists at Roanoke Island disappeared. What happened to them is still a mystery to this day. Roanoke became known as the famous “Lost Colony.” In 1600, England was ready to try again. A group of wealthy merchants from London believed they could make a lot of money in America. The businessmen formed the Virginia Company of London. They offered to pay the way of anyone who wanted to go to America. To repay the merchants, colonists had to give the Virginia Company part of any gold or silver found in the New World. Colonists were also told to cultivate the soil and grow mulberry trees so they could raise silkworms and trade silk with England. The wealthy merchants hired 27 year old John Smith to run the new colony. In 1607, John Smith and a group of more than 100 men and boys landed near the Chesapeake Bay in present-day Virginia. In honor of England’s King James I, they named their colony Jamestown.

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VOCABULARY FLAP BOOKS

5. Glue the left side down over the staple, and fold over the Cover Flap.

7. Glue the completed Vocabulary Flap Book onto the blank page of your notebook.

6. Lift the Flap of each vocabulary word. Use the Glossary to write each word’s definition.

4. Staple all of the Flaps together on the left side.

Definition

Vocabulary Word

Vocabulary Word

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Grid Math is a fun way to learn an important skill. Grids are used to fi nd places on maps, to track weather patterns, and in space exploration.

For Example: If you want to locate a place where D meets C (D,C), you would go over to D and up to C. On a map or an atlas, (D,C) might be the place where you would fi nd the name of your city.

A B C D

A

B

C

D

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NEW HAMPSHIRE COLONY FLIP BOOK

5. Glue the Flip Book Outline under the folded flaps of the Flip Book Pattern.

6. Glue the completed Flip Book and Title onto the right side of your History notebook, across from your Circle Chart.

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90


NEW HAMPSHIRE FIGHTS BACK England could not afford to send the large numbers of soldiers required to fi ght the French and their Native American allies. As a result, New Hampshire and the other colonies had to provide their own soldiers to fi ght for the land. Several forts were built in New Hampshire to provide protection for the colony. New Hampshire’s settlers murdered thousands of Native Americans and burned their villages and crops. Even Native Americans who weren’t involved in the fi ghting lost their lives and homes. A reward was offered for scalps of Native American men, women, and children.

HANNAH DUSTIN Hannah Dustin lived with her husband and eight children in the New Hampshire town of Haverhill. In the spring of 1697, Native Americans raided Haverhill. They killed about 30 people and took several prisoners. Hannah, her newborn baby, and the baby’s nurse were taken as prisoners during the raid. Shortly after leaving Haverhill, Native Americans murdered Hannah’s baby. Native Americans and their captives traveled more than 100 miles through New Hampshire. They planned to take their prisoners to Canada and sell them as slaves to the French. The group stopped to rest along the Merrimack River. Hannah and two other captives grabbed the hatchets of sleeping Native Americans. They killed and scalped ten Native Americans. Hannah and the other surviving prisoners took a canoe and paddled down the Merrimack River to safety.

HANNAH DUSTIN

FAST FACTS

★ The fastest way to travel anywhere during colonial times was by water. Most early settlements were built along the Atlantic Ocean or near rivers. Rafts, keelboats, and canoes were used to travel along rivers and streams.★ On land, most people traveled by foot. Some colonists could walk as many as 30 miles in one day. Roads were usually trails or dirt tracks used by wagons. Some colonists rode horses, and most families owned a wagon.

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FAMOUS PERSON WHEEL

Why was the furtrade important?

Why were Native Americans important allies?

Why was the French and IndianWar fought?

What happened when the Treaty of Paris was signed?

Why was the fur

trade important?

4. Place the Wheel Cover on top of the Wheel Outline and push a metal brad through the + on the Wheel Cover.

5. Glue the completed Wheel on the right side of your notebook, across from your Journal Page.

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A fact is a true statement about a topic. A fi b is a false statement. Can you tell the difference between a fact and a fi b?

In this activity, you will use the Rhode Island lesson, the Internet, and one other source of information to make a Find the Fib Game to glue into your History notebook.

Part I Follow the directions below and on the next several pages to create your Find the Fib Game.

Find the Fib

Card Number

1. Cut out the twenty Find the Fib Cards, one Answer Key Card, and two Answer Sheet Cards along the outside bold lines.

2. Neatly color the picture on each Card.

Find the Fib

Card Number

FIND THE FIBGAME

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1. Color the log cabin.

In this activity you will make a miniature log cabin just like the kind built by Delaware’s Swedish colonists.

Scissors, glue, coloring pencils, and log cabin pattern.Materials:

2. Cut out the log cabin along the bold black lines. It is very important that you do not cut off the bold black lines.

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94


QUAKERS IN PENNSYLVANIA In 1682, William Penn founded the fi rst English colony in Pennsylvania. Penn belonged to a religious group known as the Quakers, or the Society of Friends. Quakers believed that

all people were equal. They also took very seriously the Bible’s commandment that states,

“Thou shalt not kill.” Because of this Commandment, Quakers would not fi ght

in war. Quakers also refused to pay taxes

used to pay for war. These beliefs did not make Quakers very popular with the

government in England. Many Quakers, including William Penn, were thrown in jail for their beliefs.

WILLIAM PENN’S HOLY EXPERIMENT William Penn promised that if he ever got

out of prison, he would start a colony where Quakers could live in peace. In 1681, he was

granted 28 million acres of land in North America by his friend, King Charles of England. This was

one of the largest land grants ever given to an individual.

A year later, Penn arrived in Pennsylvania with 100 Quakers to start what he called a “Holy

Experiment.” They settled on a piece of land along the Delaware River. Penn named the

place Philadelphia, which means “brotherly love” in Greek.

THE GREAT LAW OF PENNSYLVANIA William Penn kept true to his promise that all men were equal. He established the “Great Law of Pennsylvania.” This law granted men who believed in God and owned property the right to vote. Penn treated Native Americans with kindness. He even paid them for their land. He signed a treaty of friendship with Native Americans. William Penn made sure the laws of his colony were fair. Penn’s motto was “Mercy, Justice, Truth, Peace, Love, Plenty.” William Penn’s “Holy Experiment” worked. Pennsylvania became one of the leading colonies in America. By 1700, there were more than 4,000 settlers in Pennsylvania. They owned some of the most successful farms, businesses, and trading companies in the thirteen original colonies.

WILLIAM PENN

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FOUR-FOLD ORGANIZER

4. Glue the four Questions on the front side of each folded flap on the Four-Fold Pattern.

6. Glue the completed Four-Fold Organizer onto the next blank page of your notebook. Glue the Title above the Organizer.

5. Fold back each flap. Use the information from your KWLH Chart to write the answer to each Question. Use proper capitalization, spelling, punctuation, and grammar.

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By 1733, the last of the thirteen original colonies was established. Colonists had built towns, organized governments, and used the resources America offered. The New England colonists built ships and used their location on the Atlantic Ocean to ship products to other colonies and Great Britain. Settlers in the Middle colonies learned how to turn water from the Hudson and Delaware rivers into energy that could be used in their sawmills and gristmills. In the Southern colonies, black slaves helped colonists become wealthy tobacco, wheat, rice, and indigo farmers.

THE OHIO RIVER VALLEY English colonists weren’t the only settlers in the New World. While English colonists established permanent settlements along the Atlantic Ocean, French colonists settled in the Great Lakes area. Both groups were interested in gaining more land for their countries. They also wanted to take control of the beaver hunting and trading territories. The Ohio River Valley was rich in natural resources that included fertile farm land and plenty of water. Most importantly, the Ohio River Valley was full of fur-bearing animals, including beaver. The Iroquois (EAR•uh•kwoy) controlled the beaver hunting territories in the Ohio River Valley. They permitted some English colonists to settle there. This made the French very angry. The French believed that they controlled the fur trade with the Iroquois. To strengthen their claims on the area, both countries began building forts in the Ohio River Valley. Soldiers were trained. French and English colonists were ready to protect their land.

FRENCH AND INDIAN WAR

THIRTEEN ORIGINAL COLONIES LESSON FOURTEEN

LAKE ONTARIO

LAKE ERIE

LAKE HURON

LAKE MICHIGAN

LAKE SUPERIOR

GULF OF

MEXICO

ATLANTIC OCEAN

ENGLISH COLONIES

NEW SPAIN

NEW FRANCE

OHIORIVER

MISSISSIPPI R

IVER

97


8. The Battle of the Plains of Abraham began on September 12, 1759. The battle involved less than 10,000 troops between the British and French, but it was an important battle in deciding which country would take control of New France. During the one hour battle, each side lost more than 600 men. The British Army and British Navy successfully defeated the French Army. The Battle of the Plains of Abraham was fought northeast of Québec City and northwest of Augusta.

9. On September 15, 1762, the Battle of Signal Hill was the fi nal land battle of the French and Indian War. British troops climbed the hill controlled by the French. In a surprise attack, the French commander was seriously wounded. When the battle ended, Signal Hill was in the hands of the British. The Battle of Signal Hill was fought north of St. John’s.

10. The Battle of Restigouche was a naval battle fought between the British Royal Navy and the French Navy in the spring of 1760. The French ships, loaded with supplies and troops, were blocked by British ships. The British victory at Restigouche made the French realize that they had no chance of holding onto its land in North America. The Battle of Restigouche was fought northeast of Fredericton.

Battle of Lake George Fort Bull Fort Oswego

Battle of Bloody Creek

Fort Frontenac Fort CarillonBattle of Plains

of AbrahamBattle of

Signal Hill Battle of

Restigouche

MAPPING: FRENCH AND INDIAN WAR

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98


A.D. the period in history after the birth of Jesus Christ.

a•ban•doned gave up completely.

ac•cused blamed or charged with a crime.

a•chieved successfully accomplished a goal.

ad•mi•ral a naval offi cer of the highest rank.

ad•mired thought highly of.

a•do•be a heavy clay used for making bricks.

a•dop•ted accepted and put into action.

A•fri•ca second largest continent in the world.

ag•ri•cul•ture planting crops and raising farm animals.

al•lies groups of people who come together to help one another in times of trouble.

am•bushed attacked by surprise.

Am•ster•dam the capital of the Netherlands.

an•chor secure a boat so it won’t fl oat away.

an•nu•al an event that takes place once a year.

ap•point•ed chosen or selected.

ar•chae•ol•o•gists scientists who study past human life by looking at prehistoric fossils and tools.

ar•chi•tects people who design buildings.

Ar•ma•da large group of Spanish warships defeated by the English Navy in 1588.

ar•ti•facts objects and tools used by early humans for eating, cooking, and hunting.

ar•ti•sans people who are skilled at making things.

A•sia the world’s largest continent with more than half of the Earth’s population.

as•sault a violent attack.

as•tron•o•my the study of the stars and planets.

au•to•bi•og•ra•phy the story of your life written by you.

a•vi•ar•y a building where birds are kept.

GLOSSARY

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THIRTEEN ORIGINAL COLONIES PART V

Directions: Match the vocabulary word on the left with its defi nition on the right. Put the letter for the defi nition on the blank next to the vocabulary word it matches. Use each word and defi nition only once.

Name ____________________________

VOCABULARY QUIZ

1. ______ mammoths

2. ______ outraged

3. ______ insisted

4. ______ surrendered

5. ______ measles

6. ______ epidemic

7. ______ proclamation

8. ______ infl uenza

9. ______ reserved

10. ______ Italian

A. angered beyond belief B. an illness that affects the lungs and causes fever, chills, muscular pain, and headaches. C. set aside for a special purpose. D. an offi cial announcement. E. a person from Italy, a country in southern Europe that sticks out into the Mediterranean Sea.

F. an illness that causes fever and red spots all over the skin. G. large, hairy, extinct elephants with tusks that curved upward. H. demanded. I. a disease that spreads quickly and affects many people at the same time. J. gave up completely.

100


NEW HAMPSHIRE COLONY CIRCLE CHART

ANSWERS

NEWHAMPSHIRE

COLONYFirst

People

Explorers

Settlements

In 1623,settlers from

Scotland founded the

town of Rye.

By 1638,Portsmouth,Exeter, and

Hampton hadbeen

settled.

The Massachusetts

Bay Colony originally

controlled New Hampshire.

Settlersfrom London

built asettlement in

Dover.

Half of the Native people were from the

Pennacooktribe.

More than 12,000 Native

Americans once inhabited New

Hampshire.

The Pennacook

were farmers,hunters, and

gatherers.

The Pennacook lived in the Merrimack

River Valley.

In 1603,Martin Pring

explored partof New

Hampshire.

In 1614,John Smith

explored thecoast of New Hampshire.

In 1605,Samuel deChamplainvisited NewHampshire.

Smith made notes of the land, people,plants, and

animals.

NEW HAMPSHIRE COLONY FLIP BOOK GRADING CHART

3 2 1 0CRITERIA

CIRCLECHART

FLIPBOOK

OUTLINE

SCORE

TOTAL

FLIPBOOK

ASSEMBLY

CONVENTIONScapitalization, spelling,

punctuation

Completed Flip Book Outline by correctly listing 2 facts from Chart under each heading.

Didn’t attempt to completeFlip Book Outline.

Followed directions to correctly color, cut, assemble, and glue Flip Book into notebook.

Followed directions to correctly color, cut, assemble, OR glue Flip Book into notebook.

Colored, cut, assembled, and glued Flip Book into notebook but clearly did not followdirections.

Didn’t attempt to color, cut,assemble, or glue FlipBook into notebook.

Had less than 6 conventionerrors in finished Flip Book.

Had 6 -10 convention errors in finished Flip Book.

Had 11-15 convention errors in finished Flip Book.

Had more than 15 errors in finished Flip Book.

Completed Chart by placing all of the information into the proper circles. Glued Chart into notebook.

Didn’t attempt to completeor glue Chart into notebook.

Completed Chart by placing at least half of the information into the proper circles. Glued Chart into notebook.

Completed Chart by placing at least half of the information into the proper circles OR glued Chart into notebook.

Completed Flip Book Outline by correctly listing 1 fact from Chart under each heading.

Completed Flip Book Outline but didn’t use any facts from Chart headings.

THIRTEEN ORIGINAL COLONIES

101


LATITUDE/LONGITUDE MAPPING

AANSWERSNSWERSSPANISH EXPLORERS

VENN DIAGRAM GRADING CHART

3 2 1 0CRITERIA

VENNDIAGRAMOUTLINE

SCORE

TOTAL

DIAGRAMASSEMBLY

CONVENTIONScapitalization, spelling,

punctuation

Completed Venn Diagram Outline by correctly listing 4 facts under each heading.

Didn’t attempt to completeVenn Diagram Outline.

Followed directions to correctly cut, assemble, andglue Venn Diagram into History notebook.

Followed directions to correctly cut, assemble, OR glue Venn Diagram into History notebook.

Cut, assembled, and glued Venn Diagram into History notebook, but clearly did not follow directions.

Didn’t attempt to cut,assemble, or glue Venn Diagram into History notebook.

Had less than 6 conventionerrors in finished VennDiagram.

Had 6 -10 convention errors in finished Venn Diagram.

Had 11-15 convention errors in finished Venn Diagram.

Had more than 15 errors in finished Venn Diagram.

Completed Venn Diagram Outline by correctly listing 2-3 facts under each heading.

Completed Venn Diagram Outline by correctly listing 1 fact under each heading.

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